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Recent Developments in Post-Calculus Mathematics Education Research
( Rasmussen Chris ) 한국수학교육학회 2017 수학교육 학술지 Vol.2017 No.2
In this report I present highlights from a comprehensive review of post-calculus mathematics education research. In the past 10 years the field has witnessed considerable growth, with more and more research moving away from identifying student difficulties to studies of learning and teaching processes and productive ways that instruction moves forward student thinking. I also highlight the emerging body of work that is examining lecture-oriented instruction and inquiry-oriented instruction. I conclude with a look ahead at the intersection of undergraduate mathematics education research and other discipline based educational research (e.g., Chemistry, Physics, Biology, Engineering), with an eye toward what we can learn from other disciplines and ways in which we need to better coordinate with them.
PUBLISHING IN THE INTERNATIONAL JOURNAL OF RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
( Chris Rasmussen ),( Karen Marrongelle ) 한국수학교육학회 2017 수학교육 학술지 Vol.2017 No.2
In this session we will discuss the aims and scope of the International Journal of Research in Undergraduate Mathematics Education (IJRUME), common characteristics of articles that have been published in IJRUME, and reasons that submitted manuscripts were returned without review or rejected after review.
권오남,주미경,Chris Rasmussen,Karen Marrongelle,박재희,조경희,박정숙,박지현 서울대학교 교육종합연구원 2008 The SNU Journal of Education Research Vol.17 No.-
Researchers of mathematics education are increasingly interested in a teacher's discursive moves, which refer to deliberate actions taken by a teacher to participate in or influence debate and discussion in the mathematics classroom. This study explored one teacher's discursive moves in an undergraduate inquiry-oriented mathematics class. The data for this study come from four class sessions in which students investigated initial value problems as represented by the phase portrait of a system of differential equations. Through the analysis and a review of the literature, we identified four categories of a teacher's discursive moves: revoicing, questioning/requesting, telling, and managing. This report focuses on the roles of revoicing as it relates to the development of mathematical ideas and student beliefs about themselves and mathematics. The results show that the teacher used revoicing in the following ways: revoicing as a binder, revoicing as a springboard, revoicing for ownership, revoicing as a means for socialization.