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1.
Academically oriented teacher preparation, which prioritises subject matter knowledge for teaching, is still widely practised in Confucian societies. Few studies, however, have investigated the impact of this academic model on teaching practices in Confucian contexts. Drawing on interviews and classroom observations of six Chinese mathematics teachers, this study identifies the affordances and limitations of a typical academically oriented teacher preparation in today’s China. Although this helped the sampled teachers establish their initial self-efficacy for teaching it limited the teachers’ awareness of and their capacity for engaging all students to learn. The paper argues that academically oriented teacher preparation programmes in Confucian societies may need to reform their curricula so as to help their graduates advance both excellence and equity in education through their teaching. 相似文献
2.
Current reform-driven mathematics documents stress the need for teachers to provide learning environments in which students
will be challenged to engage with mathematics concepts and extend their understandings in meaningful ways (e.g., National
Council of Teachers of Mathematics, 2000, Curriculum and evaluation standards for school mathematics. Reston, VA: The Council). The type of rich learning contexts that are envisaged by such reforms are predicated on a number
of factors, not the least of which is the quality of teachers’ experience and knowledge in the domain of mathematics. Although
the study of teacher knowledge has received considerable attention, there is less information about the teachers’ content
knowledge that impacts on classroom practice. Ball (2000, Journal of Teacher Education, 51(3), 241–247) suggested that teachers’ need to ‘deconstruct’ their content knowledge into more visible forms that would
help children make connections with their previous understandings and experiences. The documenting of teachers’ content knowledge
for teaching has received little attention in debates about teacher knowledge. In particular, there is limited information
about how we might go about systematically characterising the key dimensions of quality of teachers’ mathematics knowledge
for teaching and connections among these dimensions. In this paper we describe a framework for describing and analysing the
quality of teachers’ content knowledge for teaching in one area within the domain of geometry. An example of use of this framework
is then developed for the case of two teachers’ knowledge of the concept ‘square’. 相似文献
3.
Shulman (1986, 1987) coined the term pedagogical content knowledge (PCK) to address what at that time had become increasingly evident—that content knowledge itself was not sufficient for teachers
to be successful. Throughout the past two decades, researchers within the field of mathematics teacher education have been
expanding the notion of PCK and developing more fine-grained conceptualizations of this knowledge for teaching mathematics.
One such conceptualization that shows promise is mathematical knowledge for teaching—mathematical knowledge that is specifically useful in teaching mathematics. While mathematical knowledge for teaching has
started to gain attention as an important concept in the mathematics teacher education research community, there is limited
understanding of what it is, how one might recognize it, and how it might develop in the minds of teachers. In this article,
we propose a framework for studying the development of mathematical knowledge for teaching that is grounded in research in
both mathematics education and the learning sciences.
相似文献
| Jason SilvermanEmail: |
4.
美国《中学数学教与学》是初中年级数学教师教育"数学教学法"课程的教材,其特点表现为:单元主题以数学教学理论为线索呈现,单元内容以具体数学知识为载体展开并且以参与式活动的形式组织教学活动.该教材对我国的数学教师教育有如下启示:数学教师教育课程应以数学知识为载体学习数学教育理论;数学教师教育教材应突出教学方式的示范性,体现做中学,在数学教学活动中学习数学教学方法;数学教师教育应注重教师学科专业素质的提升. 相似文献
5.
Joseph Slattery 《Irish Educational Studies》2014,33(4):467-488
This paper reports on an investigation into the conceptual knowledge, through the domain of fraction division, of prospective secondary mathematics teachers in their final/fourth year of undergraduate initial teacher education. The aim of the study is to assess if levels of conceptual knowledge in this domain are sufficient in order for these prospective teachers to teach for understanding. Some impact of conceptual understanding on teaching approaches is also explored. The content of the teacher education program and its suitability for preparing prospective mathematics teachers is also considered. The results indicate that in spite of four years of mathematics teacher education, these prospective mathematics teachers hold a fragmented and limited conceptual understanding of dividing fractions. To address this issue and to ensure the effective implementation of Project Maths, it is argued that initial teacher education programs need to be revised to include an emphasis on school mathematics. 相似文献
6.
AbstractThis article describes reflections of two mathematicians and a mathematics teacher educator who collaborated on the development and implementation of courses (probability and statistics connections, number concept connections, and middle school mathematics methods) for middle school mathematics preservice teachers. The instructors of the courses, two in mathematics and one in mathematics education, worked together to more explicitly link course materials, assignments, and the pedagogical approaches. Collectively, the courses were designed to address the five components of preservice teachers’ mathematical knowledge for teaching (PT-MKT), and to model effective teaching practices. Using their collective experiences co-planning and implementing these course adjustments were made in the subsequent year. The instructors were pleased by their implementation and student outcomes in all three courses.We describe how each component of the PT-MKT framework was approached in these courses and discuss challenges experienced by the instructors, who were part of a larger effort to develop and implement a middle school teacher preparation program. The information shared is based on data collected as part of a program evaluation effort, and is bolstered by the instructors’ recollection of events. Overall, the instructors enhanced the curricula and their instructional practices and found that the attention placed on developing PT-MKT support the mathematical development of middle school mathematics preservice teachers. 相似文献
7.
In this qualitative study we used a case study approach to observe and analyse a mathematics teacher who was challenged to redesign her lessons during network meetings with colleagues. Changes in practical knowledge are described by means of concept maps and semi-structured interviews. We applied cycles of change from the Interconnected Model of Professional Growth to describe the teacher’s professional development. We show that the teacher’s practical knowledge changes in the domain of practical content knowledge, and that controlled experimentation and reflection are necessary conditions to learn a new teaching strategy and to develop a series of lessons for pupils. 相似文献
8.
Cindy Jong 《The Journal of educational research》2016,109(3):296-310
Novice teachers often have difficulty transferring what they learn in teacher education programs to classroom practice. This is especially true for elementary school teachers who are expected to teach mathematics with reform-oriented methods. The purpose of this longitudinal case study was to examine the experience of one novice elementary school teacher over a 3-year period, and understand the factors that supported her to enact a reform-oriented practice in mathematics as she transitioned from being a preservice to inservice teacher. Influential mathematics education models, her commitment to learning, and school-based contexts affected her teaching identity and practices. To conclude, an argument is made for teacher education experiences to explicitly address mathematics teacher identity to support the enactment of reform-oriented practices. 相似文献
9.
伍春兰 《北京教育学院学报》2002,16(3):49-52
教师专业化要求教师在整个专业生涯,具备相应的人格、学问、教育观念和教学技能,这四者之间的动态有机组合体现了教师职业的本质,形成了不同的教师特征.特别是教育观念和教学技能两个要素,是区别于其他行业人员而充分体现教师独有的职业特征.而多数数学教师也恰恰在教育观念和教学技能两方面比较薄弱.根据教师专业发展阶段理论,以及对北京市中小学数学教师的调查,反思数学教师的继续教育,须在教育观念的转变、教学技术的培训、教学模式的革新等方面有所加强. 相似文献
10.
采用半结构式访谈和问卷调查深入探讨了1位专家型数学教师的数学观,数学学习观和数学教学观及其相关影响因素。本研究发现该专家型数学教师主要认为:(1)数学是培养学生思维和数学能力的载体,是源于生活和用于生活的,是学生学习、考试的一个科目;(2)学习数学需一定天赋,学生自主参与、归纳总结是数学学习最佳的方式,数学思维和分析解决问题的能力是学生数学学习的主要部分和应达到的水平之一;(3)数学教学的目标在于培养学生的数学思维、分析解决问题的能力,成功的数学教学应注重学生的参与和课后落实。中国传统文化、数学教育传统、新课程理念以及教师的工作环境等都对其观念系统有一定的影响。 相似文献
11.
Suat Khoh Lim-Teo Kwee Gek Chua Wai Kwong Cheang Joseph K. Yeo 《International Journal of Science and Mathematics Education》2007,5(2):237-261
Mathematics pedagogical content knowledge (MPCK) of teachers cannot be easily defined but is a complex concept integrating
generic pedagogical knowledge, mathematics teaching methodology as well as knowledge of the discipline of mathematics. It
is the objective of mathematics methodology courses in teacher preparation programmes to begin the development of MPCK in
their pre-service teachers. As part of a research study on the development of MPCK in primary school beginning teachers, a
16-item instrument was developed to measure some aspects of the MPCK for teaching mathematics at primary level. The instrument
was administered to the 2003 Intake of the Diploma in Education student teachers at the National Institute of Education, Singapore
just at the beginning of their programme. As they completed their methodology course in February 2005, the instrument was
administered again. This paper will discuss the findings concerning their performance in these two tests, with reference to
the overall performance as well as topic-specific and MPCK construct-specific performance. The findings indicate that student
teachers at the beginning of their programmes are generally quite weak in their mathematics pedagogical content knowledge,
as might be expected. There was significant improvement in some aspects of their MPCK on completion of their mathematics pedagogy
course. 相似文献
12.
张秋生 《新乡教育学院学报》2006,19(1):84-85
教师语言的表达方式和表达质量都直接影响着学生对知识的接受。数学教师要善于驾驭两种语言,把自然语言与数学语言较好的统一起来,引导学生数学直感,激发学生数学情感,深入浅出有效地组织数学教学活动。 相似文献
13.
小学数学教师职前培养应重视的几个方面 总被引：1，自引：0，他引：1
数学教师的职前培养是数学教师专业化发展的重要环节,小学数学教师职前培养应重视以下几个方面:更新职前教师的数学教育观念;改进小学教育专业数学类相关课程的教学方法;深入研究高观点下的小学数学内容知识。 相似文献
14.
In this article we elaborate a conceptualisation of mathematics for teaching as a form of applied mathematics (using Bass's idea of characterising mathematics education as a form of applied mathematics) and we examine implications of this conceptualisation for the mathematical preparation of teachers. Specifically, we focus on issues of design and implementation of a special kind of mathematics tasks whose use in mathematics teacher education can support the development of knowledge of mathematics for teaching. Also, we discuss broader implications of the article for mathematics teacher education, including implications for mathematics teacher educators' knowledge for promoting mathematics for teaching. 相似文献
15.
A Study Of Mathematics Anxiety in Pre-Service Teachers 总被引：1，自引：0，他引：1
Gina Gresham 《Early Childhood Education Journal》2007,35(2):181-188
The study investigated the changes in levels of mathematics anxiety among pre-service teachers in six different sections of
a mathematics method courses for early childhood/elementary education pre-service teachers. The changes were a function of
using Bruner’s framework of developing conceptual knowledge before procedural knowledge and using manipulatives and other
activities to make mathematics concepts more concrete and meaningful. Data were collected using quantitative and qualitative
measures. Two hundred forty-six pre-service teachers completed a 98-item Likert-type survey. Informal discussions, informal
interviews, and questionnaire-guided narrative interviews were conducted with pre-service teachers. Data revealed a statistically
significant reduction in mathematics anxiety in pre-service teachers (p < .001) who completed a mathematics methods course that emphasized Bruner’s model of concept development. Results of the
study have implications for teacher education programs concerning how future teachers are trained, the measurement of mathematics
anxiety levels among pre-service teachers, and the determination of specific contexts in which mathematics anxiety can be
interpreted and reduced. 相似文献
16.
This article addresses the problem of how opportunities to learn in teacher education programs influence future elementary mathematics teachers’ knowledge. This study used data collected for the Teacher Education and Development Study in Mathematics (TEDS-M). TEDS-M measured the mathematics content knowledge (MCK) and the mathematics pedagogical content knowledge (MPCK) of future teachers in their final year in teacher preparation programs. The purpose of this study is to explore whether elementary teaching candidates’ MCK and MPCK are associated with their opportunities to learn in mathematics courses and mathematics methods courses in five countries. The results showed that opportunities to learn in some teacher preparation components are more important than in other components. 相似文献
17.
我们对美国近五十年有关教师学科知识及其应用的研究方式和发展途径进行了概述和评论,在职教师培训重视教学专题学习以提升教学内容知识,职前培训重视教学论和教学方法课的学习,以积累总的分析和理解教学内容知识的观念和方法,是对我国数学教师学科知识教育最有益的借鉴和启示。 相似文献
18.
19.
赵燕春 《昭通师范高等专科学校学报》2002,24(5):63-65,69
随着当今数学发展 ,为了提高数学课堂教学的效果 ,培养更多的数学爱好者 ,数学教师不仅要完成向学生传授知识、培养能力、发展智力的任务 ,同时还要在数学学科的教育中进行美育渗透 ,让学生得到美的熏陶 ,激发学生的学习兴趣 相似文献
20.
农村小学数学教师知识发展现状与对策研究 总被引：3，自引：0，他引：3
通过自编调查问卷,调查分析农村小学数学教师知识发展情况。结果表明,农村小学数学教师知识结构不完善,教育教学知识的掌握较差,实践性知识水平较低;教师知识的发展过早进入衰退阶段。对此,我们可通过树立终身教育的理念,结合农村教师知识发展的特点,在知识发展主体、方式、内容等方面促进教师知识结构平衡发展。 相似文献