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Dina Tirosh Pessia Tsamir Esther Levenson Michal Tabach Ruthi Barkai 《Educational Studies in Mathematics》2013,83(2):309-322
This article reports on young children’s self-efficacy beliefs and their corresponding performance of mathematical and nonmathematical tasks typically encountered in kindergarten. Participants included 132 kindergarten children aged 5–6 years old. Among the participants, 69 children were identified by the social welfare department as being abused and/or neglected. Individual interviews were conducted where children were asked to assess their self-efficacy regarding sorting tasks, mathematics tasks, and reciting the alphabet. Children were then requested to perform each of the tasks. Results revealed that no significant differences were found between the abused and neglected children and their peers regarding their self-efficacy beliefs and performances for any of the tasks. For some of the tasks, children were able to correctly assess their performance, while for other tasks, children overestimated their performance. Possible reasons for these outcomes are discussed. 相似文献
2.
Esther Levenson Pessia Tsamir Dina Tirosh 《Journal of Mathematics Teacher Education》2010,13(4):345-369
This article focuses on elementary school teachers’ preferences for mathematically based (MB) and practically based (PB) explanations.
Using the context of even and odd numbers, it explores the types of explanations teachers generate on their own as well as
the types of explanations they prefer after reviewing various explanations. It also investigates the basis for these preferences.
Results show that teacher-generated explanations include more MB explanations than PB explanations. However, many still choose
to use mostly PB explanations in their classrooms, believing that these explanations will be most convincing to their students.
The implications for teacher education are discussed. 相似文献
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Esther Levenson Dina Tirosh Pessia Tsamir 《International Journal of Science and Mathematics Education》2006,4(2):319-344
This paper is an initial investigation of teachers’ and students’ preferences for mathematically-based (MB) and practically-based (PB) explanations and the relationship between those preferences and sociomathematical norms. The study focuses on one fifth grade teacher and two of her students and discusses three issues. The first issue concerns students’ abilities to understand and accept MB explanations. The second issue concerns the choices teachers make regarding the types of explanations they introduce to their classes and the basis for these choices. The third issue concerns the place of the individuals’ preferences within the sociomathematical norms of the class. The findings indicate that elementary school students are capable of understanding MB explanations and some might even prefer them. We also found that although a teacher might personally prefer MB explanations, this preference may be set aside for didactical considerations. Finally, we discuss the complex relationship between individual preferences for MB and PB explanations and sociomathematical norms. 相似文献
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The purpose of the present study was to determine if the McCarthy Scales of Children's Abilities could be utilized as a predictor of reading readiness and reading achievement. Thirty-three kindergarten children were tested with the McCarthy Scales and subsequently examined with the MacMillan Reading Readiness Test and the Metropolitan Achievement Test. A correlational analysis of data resulted in significant relationships between McCarthy General Cognitive Indexes, Quantitative, and Perceptual-Performance Scales and both the MacMillan and Metropolitan Tests. Based upon these correlations, it was hypothesized that, for this sample of children, visual discrimination and sequential ability skills may have been crucial factors in reading readiness and reading achievement, rather than verbal abilities. 相似文献
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In this paper we examine the possibility of differentiating between two types of nonexamples. The first type, intuitive nonexamples, consists of nonexamples which are intuitively accepted as such. That is, children immediately identify them as nonexamples.
The second type, non-intuitive nonexamples, consists of nonexamples that bear a significant similarity to valid examples of the concept, and consequently are more often
mistakenly identified as examples. We describe and discuss these notions and present a study regarding kindergarten children’s
grasp of nonexamples of triangles.
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7.
Michal Tabach Ruthi Barkai Pessia Tsamir Dina Tirosh Tommy Dreyfus Esther Levenson 《International Journal of Science and Mathematics Education》2010,8(6):1071-1090
According to reform documents, teachers are expected to teach proofs and proving in school mathematics. Research results indicate
that high school students prefer verbal proofs to other formats. We found it interesting and important to examine the position
of secondary school teachers with regard to verbal proofs. Fifty high school teachers were asked to prove various elementary
number theory statements, to write correct and incorrect proofs that students may use, and to evaluate given justifications
to statements from elementary number theory. While all the participants provided correct proofs to the statements, our findings
indicate that teachers are not aware of students’ preference for verbal justifications. Also, about half of the teachers rejected
correct verbal justifications. They claimed that these justifications lacked generality and are mere examples. 相似文献
8.
Esther Levenson 《Educational Studies in Mathematics》2010,73(2):121-142
This paper focuses on fifth-grade students’ use and preference for mathematically (MB) and practically based (PB) explanations
within two mathematical contexts: parity and equivalent fractions. Preference was evaluated based on three parameters: the
explanation (1) was convincing, (2) would be used by the student in class, and (3) was one that the student wanted the teacher
to use. Results showed that students generated more MB explanations than PB explanations for both contexts. However, when
given a choice between various explanations, PB explanations were preferred in the context of parity, and no preference was
shown for either type of explanation in the context of equivalent fractions. Possible bases for students’ preferences are
discussed. 相似文献
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Ayalon Michal Naftaliev Elena Levenson Esther S. Levy Sigal 《International Journal of Science and Mathematics Education》2021,19(8):1695-1716
International Journal of Science and Mathematics Education - This study explores secondary mathematics teachers’ attention to the three components of Jaworski’s (1992) “teaching... 相似文献
10.
Pessia Tsamir Dina Tirosh Michal Tabach Esther Levenson 《Educational Studies in Mathematics》2010,73(3):217-231
Engaging students with multiple solution problems is considered good practice. Solutions to problems consist of the outcomes
of the problem as well as the methods employed to reach these outcomes. In this study we analyze the results obtained from
two groups of kindergarten children who engaged in one task, the Create an Equal Number Task. This task had five possible
outcomes and five different methods which may be employed in reaching these outcomes. Children, whose teachers had attended
the program Starting Right: Mathematics in Kindergartens, found more outcomes and employed more methods than children whose
teachers did not attend this program. Results suggest that the habit of mind of searching for more than one outcome and employing
more than one method may be promoted in kindergarten. 相似文献