共查询到20条相似文献，搜索用时 15 毫秒
1.
Sonja van Putten Gerrit Stols Sarah Howie 《Journal of Mathematics Teacher Education》2014,17(4):369-392
In this case study, the professional mathematics teacher identity (PMTI) of final year mathematics education students is investigated in terms of their self-perceived and actualised identity. These prospective teachers were required to discuss and describe their own PMTI in terms of three aspects: mathematics specialisation, teaching-and-learning specialisation, and caring. Subsequently, they were observed in the classroom, where the actualisation of their PMTI was considered in terms of the same three. The participants’ perceptions of their own PMTI and the actualisation of that PMTI in the classroom were found not to be congruent. While their self-perceptions regarding their prowess as Mathematics Specialists were accurate, since this is concretely tested as part of their studies, their self-perceptions as teaching-and-learning specialists and particularly as Carers, were not verifiable in their classroom practice. Espoused theory, theory that the individual perceives as true and valid, and which may thus be seen as intrinsic to their PMTI’s, is not necessarily enacted. 相似文献
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In this study we investigated whether elementary mathematics teachers’ knowledge of their students, as reflected in both the accuracy and confidence with which they are able to estimate their students’ task-specific performance on sets of mathematics problems, predicted students’ overall mathematics achievement. Thirty-nine teachers made predictions about the performance of a random sample of target students (n = 150) in their classrooms on sets of “easy” and “difficult” multiplication and division problems. Teachers also provided confidence ratings for those judgments. From these data, indicators of teachers’ judgment accuracy, judgment confidence and calibration accuracy (a measure of metacognitive monitoring) were then related to all of their students’ (n = 834) performance on year-end standardized mathematics achievement tests. Multilevel analyses indicate that teachers’ calibration accuracy, but not their task-specific judgment accuracy, significantly predicted students’ mathematics achievement. Implications for future research on teacher knowledge as well as professional development programs are discussed. 相似文献
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Mehmet Bekdemir 《Educational Studies in Mathematics》2010,75(3):311-328
One of the aims of this study is to examine whether the worst experiences and most troublesome mathematics classroom experience
affect mathematics anxiety in pre-service elementary teachers. Another goal is to find out how the causes of their anxiety
relate to these negative experiences. The participants were 167 senior elementary pre-service teachers. Three different instruments
were used to collect data; Mathematics Anxiety Rating Scale, Worst Experience and Most Troublesome Mathematics Classroom Experience
Reflection Test, and Interview Protocol. The findings show that many pre-service teachers have mathematics anxiety and that
the worst experience and the most troublesome mathematics classroom experience have a direct influence on mathematics anxiety
in pre-service teachers. Also, the majority of instances of participants’ mathematics anxiety are caused by the teachers,
their behavior or teaching approaches in their past. 相似文献
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Early childhood preservice teachers participated in a qualitative multiple case study to explore and examine the effectiveness of reform-based constructivist methods used in a mathematics methods course to change their mathematics anxiety, mathematics self-efficacy, and mathematics teachers’ efficacy beliefs. Findings indicated that instructor’s use of a variety of reform-based strategies to teach and model concepts were effective in reducing their mathematics anxiety and improving their mathematics self-efficacy and mathematics teaching efficacy beliefs. Based on these findings, it is recommended that mathematics methods course instructors use reform-based constructivist methods in their courses as outlined by the NCTM’s (2014) principles. Teacher educators must also consider carefully their attitudes and disposition toward mathematics along with the type of classroom and learning environment they establish in mathematics methods courses. They must emphasize conceptual understanding during mathematics methods courses, understand the connection between preservice teachers’ mathematics anxiety and mathematics efficacy beliefs, and integrate field experiences as well as peer teaching opportunities into mathematics methods courses. 相似文献
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Photovoice is a participatory action research tool that is grounded in the literature for critical consciousness (Wang & Burris, 1997). Four creative high school girls who reported struggles with mathematics were given cameras and asked to take photographs to answer the following questions: (1) What is mathematics? (2) What is your ideal learning environment? (3) What things impede your learning of mathematics? Within-case and cross-case analyses of the photographs and interview responses were conducted. Each individual case was analyzed using the work of Belenky, Clinchy, Goldberger, and Tarule (Women’s Ways of Knowing, 1986) who investigated women’s epistemological perspectives. The girls were either silenced (disconnected from the mathematical knowledge of the teacher), received (lacked confidence to do mathematics independently), or “fragily” subjective (viewed mathematical knowledge as personal rather than imparted by the teacher) knowers of mathematics. The use of photovoice has the power to facilitate the nurturing of silence as it moves toward the “roar which is on the other side of silence” (Belenky et al., 1986, p. 4). 相似文献
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Students’ judgments about “what counts” as mathematics in and out of school have important consequences for problem solving and transfer, yet our understanding of the source and nature of these judgments remains incomplete. Thirty-five sixth grade students participated in a study focused on what activities students judge as mathematical, and how they make their judgments. Students completed a photo sorting activity; took, viewed, and captioned their own photos of mathematics; viewed and commented on classmates’ photos; and participated in a small group discussion. Across multiple sources of data, findings showed that students attended to two major features of photos and activities when making judgments: surface cues present in the photos, such as numbers and money, and the possibility for mathematical action. Some students looked for the possibility of mathematics, while others asked if mathematics was necessary. Students also gave higher ratings to activities with which they had personal experience. The article concludes with possible implications for practice. 相似文献
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Shari R. Metzger Susan Sonnenschein Claudia Galindo 《The Journal of educational research》2019,112(4):431-446
Integrating multiple theoretical frameworks, the authors examined rising first- to fourth-grade students’ mathematics utility conceptions—their knowledge and beliefs about the usefulness of mathematics, home-based mathematics engagement, and grade-level differences in mathematics utility conceptions and home engagement. Most children viewed mathematics as heavily focused on low-level mathematics operations and as learned and used primarily in school. Older children showed more awareness of mathematics as part of daily living, but still viewed mathematics as mostly school-based—more so than their younger counterparts. Results suggest that awareness of mathematics in daily life may be associated with children’s mathematics utility value (perceived usefulness of mathematics). Although children engaged in activities at home with the potential to foster mathematics development, the frequency of engagement was not related to their awareness of mathematics in daily activities. Thus, there may be untapped opportunities for young children to connect the mathematics they learn in school to their daily life. 相似文献
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Juli K. Dixon Lisa A. Egendoerfer Taylar Clements 《Teaching and Teacher Education》2009,25(8):1067-1076
In an attempt to examine dialogue within a second grade classroom, students were encouraged to participate in whole-class mathematics discussions without raising their hands before speaking. Beneficial social and sociomathematical norms developed in place of this traditional social norm. Effects of this change on the dialogue and written mathematical explanations of a class of second grade students are described. Focus was placed on student participation in whole-class discussions. The study helped to determine the effects of student-centered dialogue on students' mathematical explanations and justifications as demonstrated in the students' discussions, participation, and written expression related to their mathematics learning. 相似文献
10.
Eabhnat Ní Fhloinn Brien C. Nolan Giulio Hoehne Candido Shannon M. Guerrero 《Irish Educational Studies》2013,32(4):431-452
A new approach to the teaching and learning of mathematics has been introduced on a phased basis in post-primary education in Ireland. As part of the OECD PISA 2012, a survey was undertaken of in-service mathematics teachers in Ireland, with the aim of gathering data on the opinions of teachers about this reform. Here, a modified version of the survey was distributed to pre-service teachers immediately before and after a four-month teaching placement to ascertain if there were differences in the views expressed by pre-service and in-service teachers in relation to the teaching and learning of mathematics, and also if there were differences expressed by the pre-service teachers before and after their placement in post-primary schools. Analysis of the results showed considerable levels of agreement between all groups, with some exceptions in relation to confidence in teaching the reformed curriculum, emphasis on various teaching and learning activities, and usage of ICT in the classroom. 相似文献
11.
David Guillemette 《Educational Studies in Mathematics》2017,96(3):349-365
In the context of mathematics teachers’ training, the concept of dépaysement épistémologique (epistemological disorientation) emphasizes that the contact with the history of mathematics, particularly with the use of original sources, pushes aside commonplace students’ perspectives about the discipline and offers them a critical look towards mathematics’s historical, social and cultural aspects. Conceptually supported by the theory of objectivation, an emergent sociocultural theory in mathematics education, this study describes the dépaysement épistémologique lived by future mathematics teachers engaged in the reading of historical texts. A phenomenological approach allowed us to clarify various meanings associated with students’ lived experiences and a dialogical perspective provides a way to get these meanings in tension through a polyphonic narration. Our reading of this polyphonic narration suggests that dépaysement épistémologique associated with the reading of historical texts encouraged empathy from students towards the authors and their future learners, opening up the possibility for a nonviolent mathematics education. 相似文献
12.
Gladys Sterenberg 《Journal of Mathematics Teacher Education》2008,11(2):89-105
Research suggests that understanding new images of mathematics is very challenging and can contribute to teacher resistance.
An explicit exploration of personal views of mathematics may be necessary for pedagogical change. One possible way for exploring
these images is through mathematical metaphors. As metaphors focus on similarities, they can be used to express already-held
perceptions about the nature of mathematics. In addition to providing a way of talking about current views of mathematics,
the analogous dimensions of metaphors can prompt new ways of thinking about these images. In this article, I consider the
use of metaphors as a strategy for explicating elementary teachers’ views of mathematics. I claim that the investigation of
metaphors of mathematics helped create a shared communicative space and enhanced the quality of the discussion with the teachers.
In particular, our exploration of the metaphor mathematics is a language encouraged a consideration of the humanistic dimensions of mathematics and contributed to a varied re-imaging of mathematics. 相似文献
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Not much is known about mathematics teachers’ values, and no assessment tool is available for measuring these to get more insight into their perspectives. The goals of this study are to construct the Mathematics Teachers’ Values Questionnaire (MTVQ) and to determine mathematics teachers’ values about teaching mathematics using the MTVQ. In order to do this, data have been gathered for exploratory factor analysis (n = 637) and confirmatory factor analysis (n = 573) while developing the instrument, and a proportional stratified random sample has been formed consisting of 2226 Turkish middle and high school mathematics teachers working at schools that provide more religious education than other middle and high schools. Five components have been extracted: relevance (C1), practice (C2), information and communications technology (ICT; C3), teaching approach (C4), and consolidating (C5). One result of the study reveals the mathematics teachers emphasize the least ICT value and the most consolidating value. 相似文献
17.
Susan B. Empson 《课程研究杂志》2013,45(5):589-602
18.
Gail E. FitzSimons 《Educational Studies in Mathematics》2014,86(2):291-305
In this commentary I will address the notions of work, the need for innovation, and the role of workplace mathematics. I will then provide an overview of some of the complex issues that confront the subfield of vocational mathematics education with consequences for current and future workers, drawing in part on the work of Basil Bernstein. Finally, I will address the question of workplace research and offer some possible directions for future research, as well as implications for policy. Reflections on the articles included in this special issue will frame the discussion. 相似文献
19.
Machteld Vandecandelaere Sara Speybroeck Gudrun Vanlaar Bieke De Fraine Jan Van Damme 《Studies in Educational Evaluation》2012,38(3-4):107-120
This study investigated the association between students’ perception of the learning environment and three aspects of their mathematics attitude: ‘mathematics academic self-concept’, ‘enjoyment of mathematics’ and ‘perceived value of mathematics’. The focus was on the association of students’ mathematics attitude with four dimensions in the learning environment: the extent to which the teacher ‘motivates to exert learning effort’, ‘activates towards self-regulated learning’, ‘gives feedback and coaches’, and ‘structures and steers’. Data were obtained from an extended version of the international Trends in Mathematics and Science Study (TIMSS) of 2003. Multilevel analysis on a sample of 4354 eighth grade students in 228 classes in 119 schools in Flanders (Belgium) indicated that the learning environment plays a significant role in the enjoyment of mathematics. This while the mathematics academic self-concept and the perceived value of mathematics are insensitive for aspects in the learning environment. 相似文献
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This study was conducted to investigate the effectiveness of a treatment designed to improve college algebra students’ attitudes toward mathematics. Keller’s ARCS motivational design model was used as a guiding framework for the development of a motivational video, which was delivered online. The application of motivational design to improve mathematics attitudes in an online environment extends the use of motivational design. A pretest-posttest control group design was used to test the effectiveness of the treatment. The participants in this study were 43 students enrolled in a college algebra course offered at a large state university in the mid-Atlantic region of the United States. Statistically significant results were observed for improved attitudes toward mathematics. 相似文献