Математика не для девочек? Исследование влияния образовательных платформ на развитие мышления роста младших школьников
Science, technology, engineering and mathematics (STEM) education research indicates a gender gap in how students perceive their mathematical ability. Even when there are no gender disparities in math achievement, girls tend to have lower expectations of success and lower self-reported proficiency in the subject than boys. Empirical findings show that development of growth mindset could bridge the gender gap in students’ perceptions of their mathematical ability and enhance girls’ interest in math. Formative feedback is one of the possible tools to foster the development of growth mindsets.
This study investigates the impact of an e-learning platform with automated feedback on the development of growth mindsets in elementary school children. Empirical data was collected during an experiment which involved 6,300 third-grade students from 343 regional schools in Russia. Statistically significant differences were revealed between students in the control group and those who used the e-learning platform (experimental group). However, the effects of using the platform were significantly lower for girls than boys.
The results obtained in this study point to the great potential of e-learning platforms with instant feedback in fostering growth mindsets in mathematics among elementary school children. Furthermore, it appears vital to integrate tailored feedback for boys and girls to mitigate gender differences in school math education.
This article consider The project of the scientific and educational Center for integration of multimedia technologies in science, education and culture, as space-technological environment for the implementation of innovative scientific and educational projects of the 21st century, which should become the support for the master's programs, especially interdisciplinary; at the intersection of science, art and information technologies, and implementation of innovative scientific and commercial projects, which are to become a master's thesis.
The three already traditional volumes of the WDS Proceedings you are holding in the hands are composed of the contributions which have been presented during the 21st Annual Conference of Doctoral Students that was held in Prague, at Charles University, Faculty of Mathematics and Physics from May 29 to June 1, 2012. In this year, 100 student manuscripts were submitted to publishing and 88 were accepted after the review process.
The article reports on a study of the role of assessment and feedback in making presentations. It first gives a brief overview of the programme and course outline, then looks at the teaching methods used and theory of assessment and, finally, provides results of assessment of almost 100 presentations with one sample analysed in detail. The criteria specifically developed for the course will also be given.
This article presents the results of a pilot study assessing the level of formation of a stochastic competence among teachers of mathematics. Besides, the indicators that reflect the competence of formation of stochastic students are identified and ranked in order of importance. Different instruments (questionnaires, tests, assignments) have been used to solve the problem under study.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.