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Analysis of students’ mathematical modelling ability in solving combination problems using local instruction theory teaching materials

机译:使用本地教学理论教材分析学生解决组合问题的数学建模能力

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This article was written based on the evaluation result of the students' post-learning about combinations by using Local Instruction Theory (LIT) teaching materials in a Realistic Mathematics Education. This research aimed to describe the process of students' mathematical modelling in solving combinations problem referring to the process of horizontal and vertical mathematization. A case-study method was employed by grouping the students into three categories: high, medium, and low categories. From each category of the students' ability, one student was selected purposively as the research subjects. The results showed that the high-ability student could do all the modelling processes well, including the process of horizontal and vertical mathematization. The medium-ability student could do the modelling process particularly on the cognitive step 2; that were understanding, simplifying, and doing the process of horizontal mathematization, albeit the process that was not yet accomplished. The low-ability student was only able to work with the first cognitive step; that were understanding, simplifying, doing an incomplete horizontal mathematization, and doing vertical mathematization, although the result was incorrect.
机译:本文是基于学生在“现实数学”教育中使用本地教学理论(LIT)教材对组合后学习的评估结果而撰写的。本研究旨在参考水平和垂直数学化过程来描述学生解决组合问题的数学建模过程。案例研究方法将学生分为三类:高,中和低类别。从学生能力的每个类别中,有目的地选择一名学生作为研究对象。结果表明,高水平的学生可以很好地完成所有建模过程,包括水平和垂直数学化过程。具有中等能力的学生可以进行建模过程,尤其是在认知步骤2上;尽管还没有完成,但他们仍在理解,简化和进行水平数学处理。这个低能力的学生只能进行第一步的认知工作。尽管结果不正确,但他们理解,简化,完成了不完全的水平数学运算和进行了垂直数学运算。

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