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The Effectiveness of a Cover-Copy-Compare App for Developing Secondary School Students' Mathematical Procedural Fluency with Straight-Line Graphs. 封面-复制-比较应用对中学生直线图数学过程流畅性的培养效果
IF 0.9 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Canadian Journal of Science Mathematics and Technology Education
Pub Date : 2025-01-01 Epub Date: 2025-09-05 DOI: 10.1007/s42330-025-00381-1
Jacob Strauss, Colin Foster, Tim Jay

Cover-copy-compare (CCC) is a simple, self-managed process that enables students to develop fluency in important facts and procedures through modelling, practice and corrective feedback. CCC has been studied at primary-school-level mathematics, but not with the complex, multi-step kinds of procedures used at secondary school (age 11 and above). This paper reports on a randomised controlled trial involving 224 students (ages 14-16) comparing a novel CCC app to a non-CCC app. Both apps used similar technological environments to teach students how to find the equation of a straight line given two points. We found that students using the CCC app improved their procedural fluency more than those completing standard exercises did. We conclude that CCC has the potential to be used in secondary education and offer suggestions for future research.

Cover-copy-compare （CCC）是一个简单的、自我管理的过程，使学生能够通过建模、练习和纠正反馈来流利地掌握重要的事实和程序。CCC已经在小学水平的数学中进行了研究，但没有在中学（11岁及以上）使用的复杂的、多步骤的程序中进行研究。本文报告了一项随机对照试验，涉及224名学生（14-16岁），比较了一款新颖的CCC应用程序和一款非CCC应用程序。这两款应用程序都使用类似的技术环境来教学生如何找到给定两点的直线方程。我们发现，使用CCC应用程序的学生比完成标准练习的学生更能提高他们的程序流畅性。本研究认为，在中学教育中，共同语言教学具有应用潜力，并对未来的研究提出建议。
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引用次数: 0
Organizational Features of University-Based STEM Outreach Units in Canada 加拿大大学STEM外展单位的组织特征
Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Canadian Journal of Science Mathematics and Technology Education
Pub Date : 2023-10-22 DOI: 10.1007/s42330-023-00289-8
Scott Compeau
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引用次数: 0
Magnifying the Scope of Nature of Science (NOS) Toward the Whole: An Investigation of NOS Representation in Early Childhood Science Education Standards 从整体放大科学本质的范围——幼儿科学教育标准中科学本质表现的调查
IF 1.5 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Canadian Journal of Science Mathematics and Technology Education
Pub Date : 2023-08-30 DOI: 10.1007/s42330-023-00282-1
Hassan Tairab, Rachel Takriti, Lutfieh Rabbani, Iman AlAmirah, Najwa Alhosani, S. Erduran
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引用次数: 0
En intégrant la théorie et la pratique 理论与实践相结合
IF 1.5 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Canadian Journal of Science Mathematics and Technology Education
Pub Date : 2023-08-26 DOI: 10.1007/s42330-023-00287-w
Douglas McDougall
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引用次数: 0
Teacher-Designed Mathematical Portfolio Assessments: Motivations, Potential Benefits, and Lessons Learned 教师设计的数学档案袋评估：动机、潜在利益和经验教训
IF 1.5 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Canadian Journal of Science Mathematics and Technology Education
Pub Date : 2023-08-11 DOI: 10.1007/s42330-023-00280-3
G. Krall
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引用次数: 0
The Use of Dynamic Computer Visualizations Integrated with the POE Sequence: Its Effect on Learners’ Understanding, Retention, and Motivation 动态计算机可视化与POE序列的结合使用：对学习者理解、记忆和动机的影响
IF 1.5 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Canadian Journal of Science Mathematics and Technology Education
Pub Date : 2023-08-09 DOI: 10.1007/s42330-023-00284-z
Sakip Kahraman
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引用次数: 0
An Assessment of Eighth Graders’ Mathematics Higher Order Thinking Skills in the Chinese Context 语文语境下八年级学生数学高阶思维能力的评价
IF 1.5 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Canadian Journal of Science Mathematics and Technology Education
Pub Date : 2023-07-28 DOI: 10.1007/s42330-023-00279-w
Yongxia Bai, Haili Liang, Chunxia Qi, Siyu Zuo
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引用次数: 0
High School Enrolment Choices—Understanding the STEM Gender Gap 高中入学选择——理解STEM性别差距
IF 1.5 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Canadian Journal of Science Mathematics and Technology Education
Pub Date : 2023-07-27 DOI: 10.1007/s42330-023-00285-y
Eamonn Corrigan, Martin Williams, Mary A. Wells
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引用次数: 1
Leveraging Number Lines and Unit Fractions to Build Student Understanding: Insights from a Mixed Methods Study 利用数轴和单位分数来建立学生的理解:来自混合方法研究的见解
IF 1.5 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Canadian Journal of Science Mathematics and Technology Education
Pub Date : 2023-07-26 DOI: 10.1007/s42330-023-00278-x
Catherine D. Bruce, Tara C. Flynn, Shelley Yearley, Zachary C K Hawes
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引用次数: 0
“My Discipline is Never Going to Survive if it Continues Being the Discipline of Straight White Men”: Experiences of LGBQ + Science Postdoctoral Scholars in Canada “如果我的学科继续是白人直男的学科，我的学科将永远无法生存”:加拿大LGBQ +科学博士后学者的经历
IF 1.5 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Canadian Journal of Science Mathematics and Technology Education
Pub Date : 2023-07-11 DOI: 10.1007/s42330-023-00275-0
Olivia Bonardi, D. Burchell, T. Franz-Odendaal, P. Joy
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引用次数: 0
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