首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 450 毫秒
1.
Background: The relationship between attitudes and behaviour has led to a focus on the role played by attitudes in the teaching and learning of mathematics.

Purpose: This paper reports on an investigation into student teachers’ self-reported attitudes towards mathematics in the context of a mathematics education programme. The programme had been developed by the authors in response to a new, reformed four-year undergraduate initial teacher education (ITE) for primary teachers in Ireland. The authors aimed to use the feedback to evaluate and develop the course further.

Sample: We report on the attitudes of 345 pre-service primary teachers enrolled in a four-year undergraduate ITE programme. 281 of these participants had matched survey data before and after participating in the mathematics education programme.

Method and Design: Four evaluation criteria were used as a conceptual framework for the evaluation of the mathematics education programme. A multi-method approach was taken in investigating the students’ attitudes to mathematics by using a scale as a quantitative measure of attitude alongside open-ended survey items that provided qualitative insights into changes in attitudes.

Results and conclusions: Results from the survey data suggested overall that the participants’ attitudes towards mathematics were more positive after they had experienced the mathematics education programme. Overall, the written responses suggested that according to self-reportage, participants perceived that participation in the mathematics education programme had affected their attitudes towards mathematics positively. Comments indicated that the ‘small group’ tutorial structure was particularly well received and was associated with opportunities to actively engage, explore, interact and reflect. Suggestions offered by the participants will be used to inform planning and development of the mathematics programme.  相似文献   

2.
Abstract

The purpose of this study was to identify, examine, and compare attitudes of kindergarten and primary teachers toward beginning reading instruction in kindergarten. A questionnaire was devised, and teachers were asked to indicate the importance, to kindergarten children, of certain reading skills, concepts, and activities; to designate which kindergarten children should engage in reading activities; and to specify the parent's role. Forty-two of 61 questionnaires were returned. Chi-square values were calculated to compare attitudes of primary and kindergarten teachers. Comments were examined and compiled. The writer concluded that most teachers were interested in and valued reading instruction in kindergarten, but that primary teachers would tend to approach such instruction more formally than kindergarten teachers.  相似文献   

3.
This study examined the relationship between kindergarten teachers' use of developmentally appropriate practices and their attitudes toward authority in the classroom. The study found an overall low use of developmentally appropriate practices. Instead, the classrooms exhibited academically oriented, skill-centered programs. However, kindergarten teachers who rated themselves higher in authority sharing as opposed to authority controlling were more likely to use developmentally appropriate teaching strategies as delineated by the National Association for the Education of Young Children. Aspects of the teachers' professional experience and education had little relationship to their attitudes about authority in the classroom. The positive relationship between an authority-sharing attitude and developmentally appropriate practices suggests that more importance be placed on developing teachers' and prospective teachers' attitudes about adult/child authority orientation than on simply prescribing overt teacher behavior.  相似文献   

4.
This study examined the relationship between kindergarten teachers' use of developmentally appropriate practices and their attitudes toward authority in the classroom. The study found an overall low use of developmentally appropriate practices. Instead, the classrooms exhibited academically oriented, skill-centered programs. However, kindergarten teachers who rated themselves higher in authority sharing as opposed to authority controlling were more likely to use developmentally appropriate teaching strategies as delineated by the National Association for the Education of Young Children. Aspects of the teachers' professional experience and education had little relationship to their attitudes about authority in the classroom. The positive relationship between an authority-sharing attitude and developmentally appropriate practices suggests that more importance be placed on developing teachers' and prospective teachers' attitudes about adult/child authority orientation than on simply prescribing overt teacher behavior.  相似文献   

5.
Background: From previous research among science teachers it is known that teachers’ attitudes to their subjects affect important aspects of their teaching, including their confidence and the amount of time they spend teaching the subject. In contrast, less is known about technology teachers’ attitudes.

Purpose: Therefore, the aim of this study is to investigate Swedish technology teachers’ attitudes toward their subject, and how these attitudes may be related to background variables.

Sample: Technology teachers in Swedish compulsory schools (n = 1153) responded to a questionnaire about teachers’ attitudes, experiences, and background.

Methods: Exploratory factor analysis was used to inwvestigate attitude dimensions of the questionnaire. Groupings of teachers based on attitudes were identified through cluster analysis, and multinomial logistic regression was performed to investigate the role of teachers’ background variables as predictors for cluster belonging.

Results: Four attitudinal dimensions were identified in the questionnaire, corresponding to distinct components of attitudes. Three teacher clusters were identified among the respondents characterized by positive, negative, and mixed attitudes toward the subject of technology and its teaching, respectively. The most influential predictors of cluster membership were to be qualified for teaching technology, having participated in in-service-training, teaching at a school with a proper overall teaching plan for the subject of technology and teaching at a school with a defined number of teaching hours for the subject.

Conclusions: The results suggest that efforts to increase technology teachers’ qualifications and establishing a fixed number of teaching hours and an overall teaching plan for the subject of technology may yield more positive attitudes among teachers toward technology teaching. In turn, this could improve the status of the subject as well as students’ learning.  相似文献   


6.
Abstract

This randomized, controlled field trial estimated the causal impact of a technology-based geometry curriculum on students’ geometry achievement, as well as their attitudes toward mathematics and technology. The curriculum combines learner-centered classroom pedagogy with individualized, computer-based student instruction. Conducted over a 3-year period in eight high schools within an urban fringe district, the study found that students assigned to the treatment curriculum scored 19% of a standard deviation lower on the geometry posttest than their counterparts assigned to the district's standard curriculum, but found no statistically significant impact on students’ attitudes toward mathematics and technology. Researchers also collected observation and interview data on teachers’ instructional practices. These data suggest that many teachers had difficulty implementing the treatment curriculum's learner-centered pedagogy. In fact, observed levels of learner-centered practices were only modestly higher in treatment classes than in control classes. In both treatment and control classes, however, higher levels of learner-centered pedagogy were associated with higher student achievement in geometry.  相似文献   

7.
在幼儿师范学校,数学是一门重要的文化课程,研究分析幼师女生数学学习情况显得十分重要.从问卷调查并结合观察法和谈话法了解到,幼师女生大多数对数学有一定的兴趣,但数学感知能力差,数学概括能力、抽象能力、空间想象能力不强,数学推理能力、联想能力、思维转换能力薄弱.为了提高幼师数学素质教育的水平,可以从知识传授、能力培养、德育渗透三方面设计教育教学策略.  相似文献   

8.
This study investigated 481 in-service elementary teachers’ level of mathematical content knowledge, attitudes toward mathematics, beliefs about the effectiveness of inquiry-based instruction, use of inquiry-based instruction and modeled the relationship among these variables. Upper elementary teachers (grades 3–5) were found to have greater content knowledge and more positive attitudes toward mathematics than primary teachers (grades K-2). There was no difference in teachers’ beliefs about effective instruction, but primary level teachers were found to use inquiry-based instruction more frequently than upper elementary teachers. Consistent with Ernest’s [Ernest (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13–33] model of mathematics teaching, content knowledge, attitudes, and beliefs were all found to be related to teachers’ instructional practice. Furthermore, beliefs were found to partially mediate the effects of content knowledge and attitudes on instructional practice. Content knowledge was found to be negatively related to beliefs in the effectiveness of inquiry-based instruction and teachers’ use of inquiry-based instruction in their classrooms. However, overall, teachers with more positive attitudes toward mathematics were more likely to believe in the effectiveness of inquiry-based instruction and use it more frequently in their classroom. Teacher beliefs were found to have the strongest effect on teachers’ practice. Implications for the goals and objectives of elementary mathematics methods courses and professional development are discussed.
Jesse L. M. WilkinsEmail:
  相似文献   

9.
ABSTRACT

In New Zealand, school buildings are being remodelled to accommodate several teachers and a large number of learners in one flexible learning space. School leaders’ perspectives were sought on what is happening in the teaching of reading, writing and mathematics. Interviews of the principal and deputy principal at a case study were conducted, and an online survey was used to target views of school leaders across New Zealand: completed by 115 principals and 56 deputy principals. The research found positive responses to the implementation of flexible learning spaces and the impact on the teaching of these three core curriculum areas. The findings suggest that given appropriate experience of such spaces, New Zealand principals (school leaders) seem to have the attitudes and understanding to support adoption of Innovative Learning Environments and recognise their potential benefits. However, the quality of teaching was key no matter which learning space was considered. Although Innovative Learning Environments, along with the cooperation between teachers that such spaces require, were seen as beneficial to learning, successful implementation will also require those leading the changes to place the learner as the focus of change, particularly for the substantive percentage of students who are underachieving in reading, writing and mathematics.  相似文献   

10.
Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries.

Purpose : This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students.

Sample : In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study.

Design and method : Students’ achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students’ scores on four items in the TIMSS 2007 survey instrument pertaining to students’ affect towards science and mathematics together with students’ gender, language spoken at home and parental education were used as the independent variables.

Results : Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students’ gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R 2 = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement.

Conclusions : It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating ‘affect’ components of academic self-concept in order to develop students’ talents and promote academic excellence in science and mathematics.  相似文献   

11.

Pedagogical beliefs are a critical factor in terms of integrating technology into teaching, but very few technology acceptance models (TAMs) have considered them. Hence, this study aims to extend the TAM by incorporating pre-service teachers’ conception of teaching and learning. The revised model examined the influence of pre-service mathematics teachers’ constructivist and traditional pedagogical beliefs on their technology acceptance through perceived ease of use, perceived usefulness, attitude toward technology, and behavioral intention to use. Survey data were collected from 714 pre-service mathematics teachers in Turkey and analyzed through path analysis. The results showed that pre-service mathematics teachers’ pedagogical beliefs were more constructivist-oriented than traditional-oriented, and constructivist beliefs had a significant influence on the components of the TAM. On the other hand, pre-service teachers’ traditional-oriented beliefs did not influence their perceived usefulness of and attitudes toward technology but had positive effects on perceived ease of use. Implications for pre-service mathematics teacher education were discussed.

  相似文献   

12.
Book Reviews     
ABSTRACT

Student foundational knowledge of science, technology, engineering, and mathematics (STEM) is formed in their elementary education. Paradoxically, many elementary teachers have constrained background knowledge, confidence, and efficacy for teaching STEM that may hamper student STEM learning. The association between teacher preparation to teach STEM and student achievement in STEM motivated the authors' professional development program. The authors created and implemented a professional development program to address K–5 teacher confidence for, attitudes toward, knowledge of, and efficacy for teaching inquiry-based STEM. Using data from 2 independent cohorts the authors found significant and consistent increases in pre- to postinstitute assessments of teacher confidence, efficacy, and perceptions of STEM. Further, they found increased participant attention toward linking STEM curriculum and instruction to learning standards. Implications and suggestions for future research are discussed.  相似文献   

13.
Abstract

Teachers’ attitudes toward inclusion of children with disabilities play a central role in the successful inclusion of these children into general education classrooms. This study examined possible predictors of preservice teachers’ attitudes toward (1) persons with disabilities, and (2) inclusion of children with disabilities into general education classrooms. Participants were students majoring in early childhood education and elementary education. Preservice teachers’ attitudes toward persons with disabilities and inclusion were explained significantly by their personal relationships with persons who have disabilities and the number of courses related to special education/teaching strategies taken. However, preservice teachers’ experiences working with persons who have disabilities was not a significant predictor. Further, the relations between preservice teachers’ attitudes toward inclusion and personal experience variables were mediated by their attitudes toward persons with disabilities. This study provides evidence that more effective, practical experiences and course content related to children with disabilities, inclusion, and teaching strategies need to be provided in teacher education programs to support successful efforts with inclusion. This study also suggests that teacher education programs should strive to improve students’ attitudes toward inclusion, as well as toward persons with disabilities.  相似文献   

14.
Abstract

Research examining the characteristics of both qualified and pre-service teachers focuses on traits including gender, socio-economic and socio-demographic background, knowledge and a variety of relevant affective constructs. Studies also investigate such traits among entrants to initial teacher education (ITE). The desire for more diversity within the teaching profession has led to alternative entry routes to the teaching profession (consecutive model for post-graduates) for those who may be unable to gain entry via the traditional concurrent (undergraduate) route. Internationally, there are divergent viewpoints and practices in relation to the value and use of the respective routes. This paper presents a comparative study within the Irish context, examining whether the consecutive model route to ITE promotes diversity in terms of entrants’ attitudes to mathematics. The study examines the entry-level mathematics attitudes of two distinctive groups of ITE entrants, namely 419 concurrent and 59 consecutive elementary pre-service teachers, in one Irish ITE institution prior to engagement with their ITE mathematics education programme. It compares their enjoyment of mathematics as well as their beliefs regarding the value of mathematics and examines the extent to which any distinguishing differences are apparent among the respective cohorts using the Aiken’s Revised Mathematics Attitude Scale. Analyses indicate generally positive attitudes among both cohorts; however, differences are evident between the cohorts with the consecutive route cohort demonstrating particularly apposite attitudes. The findings support the belief that the consecutive ITE route holds merit and prompts further investigation regarding the unique dispositions that these entrants possess.  相似文献   

15.
Abstract

This paper discusses the use of comics in teaching mathematics in the secondary mathematics classroom. We explicate how the use of comics in teaching mathematics can prepare students for the twenty-first century competencies. We developed an alternative teaching package using comics for two lower secondary mathematics topics. This alternative teaching package consists of (1) several sets of comic strips expounding all related mathematical concepts in a lively way; (2) tiered practice questions for learning reinforcement; and (3) a set of proposed lesson outlines with suggestions on how to use the comics for mathematics teaching. We also report how one of the teachers in our study used this teaching package in her mathematics lessons. Her lessons were video-recorded and 11 students were interviewed to help us understand how the mathematics comics lessons were enacted and the students’ perception of comics as instruction. We identified instances in which the teacher tweaked the provided resource to further enhance student learning and incorporated elements of the twenty-first century competencies during her lessons. Through selected student interviews, we also identified instances in which students commented on their gain from the new approach from the perspective of the twenty-first century competencies.  相似文献   

16.
ABSTRACT

The author examined whether mathematics instruction provided by kindergarten teachers is related to children's mathematics learning during the kindergarten year based on the children's socioeconomic status and race. Hierarchical linear modeling was employed using a large sample of kindergarten students to estimate relationships between the teacher's instructional approach (e.g., concrete-spatial, interpersonal, linguistic) and children's mathematics skills. Results showed that the teacher's instructional approach was selectively related to children's mathematics learning. Students in classrooms where teachers frequently employed a concrete-spatial instructional approach learned more during the kindergarten year. Students from lower socioeconomic backgrounds benefitted more from teachers who often employed an interpersonal approach, and Black/African American students benefitted less from classrooms where teachers relied more on a linguistic approach. The findings suggest that kindergarten teachers’ instruction needs to employ varied methods that take into account students’ mathematics skills and background characteristics.  相似文献   

17.
数学专业素养指教师实施高质量数学教学需要的数学知识、数学能力和数学情意的综合统一体.教师的数学知识包括:数学内容及其蕴含的数学思想方法知识,数学观念知识和数学结构知识.教师数学能力包括基本数学能力,提出、分析和解决数学问题的能力,处理并使用数学语言的能力.教师的数学情意是"数学学习倾向"与"数学专业自我"的综合体.  相似文献   

18.
Background: Research findings indicate that developing good relationships with pupils, managing classroom processes adequately and developing confidence and trust with other teachers are among the aspects of teaching that are found to be challenging. Although many studies conclude that collaborative reflection is a crucial activity for supporting teachers’ professional development in school, studies that focus on what teachers reflect on and how they reflect are more limited.

Purpose: The purpose of the study was to improve our understanding of what situations teachers experience as challenging in their teaching, what types of help they seek when trying to manage such situations and, furthermore, how teachers reflect together on how to develop as teachers, when they have time to collaborate.

Sources of information and method: The study aimed to explore these areas theoretically by bringing together data from, and discussing the implications of (1) an interview study and (2) a formative intervention study which involved teachers from lower secondary schools in Norway working with a researcher–participant. The data were analysed by using the constant comparative method of analyses. By discussing aspects of these two studies together, the research aimed to identify and address some of the theoretical questions pertinent to teacher development.

Findings and conclusions: The analysis and discussion of the data from the two studies illuminates teachers’ recognition of the value of having time to reflect together. It also indicates, however, that it is not only a matter of teachers having time to observe, reflect together and focus on their development processes: the types of discourse used during collaborative reflection must also be suitable. The researcher–participant’s role highlighted the untapped potential to be found by looking into how language is used in dialogues aimed at supporting teacher development. Helping teachers to develop the skills to reflect collaboratively and constructively, in a way that ultimately improves teaching and learning, is therefore an important challenge for teacher education and the education of teachers and school leaders.  相似文献   

19.
Abstract

This study investigates the impact of teacher characteristics and instructional strategies on the mathematics achievement of students in kindergarten and first grade and tackles the question of how best to use longitudinal survey data to elicit causal inference in the face of potential threats to validity due to nonrandom assignment to treatment. We develop a step-by-step approach to selecting a modeling and estimation strategy and find that teacher certification and courses in methods of teaching mathematics have a slightly negative effect on student achievement in kindergarten, whereas postgraduate education has a positive effect in first grade. Various teaching modalities, such as working with counting manipulatives, using math worksheets, and completing problems on the chalkboard, have positive effects on achievement in kindergarten, and pedagogical practices relating to explaining problem solving and working on problems from textbooks have positive effects on achievement in first grade. We show that the conclusions drawn depend on the estimation and modeling choices made and that several prior studies of teacher effects using longitudinal survey data likely neglected important features needed to establish causal inference.  相似文献   

20.
Abstract

This paper describes and characterises Spanish preservice primary school teachers’ pedagogical knowledge on school mathematics, particularly in the number subdomain. The study conducts a conceptual analysis of the TEDS-M survey items on this type of knowledge and interprets the responses. We found that preservice teachers were able to recognise variables that affect the difficulty of arithmetic and proportionality problems, but showed difficulties in diagnosing errors committed by students and in graphically representing mathematical concepts and procedures and applying them to the teaching process. These results will be useful for the design of syllabi in the new Primary School Teaching degree.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号