自我介绍
骆振雄 (Samuel Lock)
现任城市大学A水平主任
15年教书经验
马大数学系学士(2005)
马大应用统计学硕士(2008)
加拿大滑铁卢大学教师数学系硕士(2015)
马大教育系博士研究生
2016 MTSF Science Education Award
"A Physical Global Positioning System (GPS) Model Direct Understanding of the determination of GPS Positioning on Earth"
A) 工业4.0对数学的要求
(Fulfillment of Mathematics in Industry 4.0)
工业4.0背景下德国职业技术人才培养转向.pdf |
数学统计与工业4.0 |
B) 中学数学与大学数学的关联性
(Relationship Between High School Maths and University Maths)
‘Gap’ Between Secondary School Mathematics and University Mathematics
There is no question that there is a distinctive gap between secondary and university mathematics. Ramsden (1992) has reported that studying and learning approaches at university level are influenced by learning and practices at secondary school. Anderson (1996) investigated instrumental and relational understanding among mathematics undergraduates. He believes students making the transition to undergraduate mathematics in the UK, have become heavily reliant on the instrumental approach. This according to Anderson (1996:813) hinders students’ learning of mathematics.
Hoyles et al. (2001: 833) identified three main problem areas in the conceptual gap between school and university mathematics.
Another factor that often widens the gap in the transition is one’s conceptions of mathematics. Students’ conception of mathematics influences their approach to learning. Research indicates that tackling the issue of conceptions of mathematics should begin with the teachers.
On entering university, lecturers already have a conception of students’ mathematical ability and knowledge. According to Thompson (1992) there is a strong relationship between teachers’ conceptions of teaching and their conceptions of students’ mathematical knowledge. These conceptions are not always beneficial to student learning.
According to a number of researchers e.g. Thompson (1992) and Ball (1988), teachers’ beliefs and conceptions about maths teaching and learning are formed by their own experience as students. Changing teachers’ conceptions, thus changing students’ conceptions and approaches to learning, is vital and must begin in school.
Klinger (2004) conducted a study examining the attitudes, self-efficacy beliefs, and math-anxiety of a diverse group of pre-tertiary adult learners participating in an alternative entry program for admission to higher level. Students completed a mathematics foundation course. Tutors were instructed on how they were to carry out lessons.
For example to help and encourage students to find new and positive ways to approach math-related material, stress that participation and genuine effort to understand material are more important than getting full marks and students were encouraged to take reasonable risks, feel free to make mistakes and with guidance and construct their own learning. He found significant improvement in the views and beliefs of students towards mathematics and their willingness to engage in mathematics learning and suggests that challenging their negative attitudes, their self-efficacy beliefs, and their anxiety can change students’ perceptions of maths.
There is no question that there is a distinctive gap between secondary and university mathematics. Ramsden (1992) has reported that studying and learning approaches at university level are influenced by learning and practices at secondary school. Anderson (1996) investigated instrumental and relational understanding among mathematics undergraduates. He believes students making the transition to undergraduate mathematics in the UK, have become heavily reliant on the instrumental approach. This according to Anderson (1996:813) hinders students’ learning of mathematics.
Hoyles et al. (2001: 833) identified three main problem areas in the conceptual gap between school and university mathematics.
- Lack of mathematical thinking (i.e. the ability to think abstractly or logically and to do proofs),
- Weak calculational competence
- The students’ lack of ‘spirit’ i.e. lack of motivation and perseverance.
Another factor that often widens the gap in the transition is one’s conceptions of mathematics. Students’ conception of mathematics influences their approach to learning. Research indicates that tackling the issue of conceptions of mathematics should begin with the teachers.
On entering university, lecturers already have a conception of students’ mathematical ability and knowledge. According to Thompson (1992) there is a strong relationship between teachers’ conceptions of teaching and their conceptions of students’ mathematical knowledge. These conceptions are not always beneficial to student learning.
According to a number of researchers e.g. Thompson (1992) and Ball (1988), teachers’ beliefs and conceptions about maths teaching and learning are formed by their own experience as students. Changing teachers’ conceptions, thus changing students’ conceptions and approaches to learning, is vital and must begin in school.
Klinger (2004) conducted a study examining the attitudes, self-efficacy beliefs, and math-anxiety of a diverse group of pre-tertiary adult learners participating in an alternative entry program for admission to higher level. Students completed a mathematics foundation course. Tutors were instructed on how they were to carry out lessons.
For example to help and encourage students to find new and positive ways to approach math-related material, stress that participation and genuine effort to understand material are more important than getting full marks and students were encouraged to take reasonable risks, feel free to make mistakes and with guidance and construct their own learning. He found significant improvement in the views and beliefs of students towards mathematics and their willingness to engage in mathematics learning and suggests that challenging their negative attitudes, their self-efficacy beliefs, and their anxiety can change students’ perceptions of maths.
gap_in_between_high_school_university_maths.pdf |
A Discussion of Qualifications and Skills in the Factory of the Future: |
Mathematics in Industry 1996.pdf |
mathematics_industry.pdf |
university_math_intro.pdf |
C) 数学教学与自主学习教育学
(Heutagogy and Teaching Mathematics)
自主學習從常識科開始.pdf |
學生能夠自主學習嗎?華人教師對自主學習觀點之探究.pdf |