Literaturnachweis - Detailanzeige
| Autor/in | Nitta, Hideo |
|---|---|
| Titel | Mathematical Theory of Peer-Instruction Dynamics |
| Quelle | In: Physical Review Special Topics - Physics Education Research, 6 (2010) 2, S.020105-1 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1554-9178 |
| DOI | 10.1103/PhysRevSTPER.6.020105 |
| Schlagwörter | Peer Teaching; Teaching Methods; Mathematics Instruction; Theories; Interaction; Discussion (Teaching Technique); Phenomenology; Equations (Mathematics); College Mathematics; Secondary School Mathematics |
| Abstract | A mathematical theory of peer instruction describing the increase of the normalized number of correct answers due to peer discussion is presented. A simple analytic expression is derived which agrees with class data. It is shown that our theory is connected to the mathematical learning models proposed by Pritchard et al. It is also shown that obtained theoretical lines are useful for analyzing peer-instruction efficiencies. (Contains 2 figures.) [A 16-item list of references and notes is provided.] (As Provided). |
| Anmerkungen | American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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