美国数学教师教学表征对学生数学学习的影响 英文版pdf电子书版本下载

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CHINESE ABSTRACT 1

ABSTRACT 1

CHAPTER Ⅰ INTRODUCTION 1

Background 1

Statement of the Problem 4

Theoretical Framework 6

Research Questions 8

Definitions of Key Terms 8

Limitations of the Study 10

CHAPTER Ⅱ REVIEW OF THE LITERATURE 11

Aiming at a Conceptual Understanding of Fractions,Decimals and Percents 11

External Representations and Internal Representations 14

The Role of Different Forms of External Representations in Developing Conceptual Understanding of Fractions,Decimals and Percents 16

Relationship between Different Forms of Representation and Achievements 19

The Role of the Textbooks in Facilitating Learning Fractions,Decimals and Percents 20

Impact of Instructional Time and Teaching Quality on Student Achievements 21

Theoretical Foundations and Rationale 23

CHAPTER Ⅲ METHODOLOGY 25

Participants 25

Instruments 27

Number Test 28

Quantity Measurement of Instructional Representations 28

Quality Measurement of Instructional Representations 30

Measurement of Students'Written Representations 31

Procedures 32

Data Coding 33

Data Analysis 34

CHAPTER Ⅳ RESULTS 36

Research Question 1 36

Addressing the Mathematics Learning Goals 37

Classroom Interactions 47

Quantity of Instructional Representations 53

Case Example of Quality of Teacher Representation 57

Quality of Instructional Representations 60

Summary of Results for Research Question 1 61

Research Question 2 63

Revised Model 1 69

Revised Model 2 70

Revised Model 3 71

Revised Model 4 72

Measurement Model of Students'Written Representations 75

Model 1 76

Model 2 76

Research Question 3 79

Model 1 79

Revised Model 2 80

Research Question 4 81

Model fit 82

Relationship between Instructional Time and StudentAchievements 83

Question 14 86

Question 15 87

Question 16e 88

CHAPTER Ⅴ DISCUSSION AND CONCLUSIONS 90

Quantity and Quality of Instructional Representations 90

Structures of Instructional Representations and Students'Written Representations 93

Relationship between the Forms of Representations Students Use and Their Achievements 95

Relationship between Instructional Representations and Student Achievement 95

Implications for Future Research 97

REFERENCES 100