报 告 人：DAVID ALLAN MILLER教授
报告题目：Using Model Analysis to Probe Students’ Understanding of Pre-calculus and Introduction to Proofs.
报告时间：5月13日（周三）下午3：00
报告地点：静远楼1508学术报告厅
主办单位：数学与统计学院、科技处
Abstract: Model analysis is a quantitative research method used in physics education research to analyze and interpret the meaning of students’ incorrect responses on a well-designed research-based multiple-choice test. We have adapted this method to study students’ understanding of function composition and inductive and deductive proof schemes. Model analysis accounts for the fact that students may hold more than one idea or conception at a time, and may use different ideas and concepts in response to different situations. It is uniquely suited to study students’ understanding of function composition, as students often hold multiple, sometimes conflicting misconceptions on function composition, which they may use at different times. Similarly, model analysis is able to illuminate valuable information about students understanding of proof schemes. Model analysis treats each student’s complete set of responses as a data point, rather than treating each individual response as a separate data point. Thus, model analysis can capture information on self-consistency of a student’s responses and yield the students’ prominent model state vectors. This talk will present background information on model analysis, composition of functions, and proof schemes, and the use of model analysis to investigate these areas.