特殊教育教师初始教育中的数学知识教学

Q3 Multidisciplinary
Juan Luis Piñeiro, Juan Pablo Calle
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引用次数: 0

摘要

背景:特殊教育教师的教育在范围和内容上都是多样化的。现有的一种方法相当于五年的大学学位。学校数学是构成职业生涯形成计划的各种学科之一。目的:本文的目的是表征学校数学相关课程大纲在准特殊教育教师初始教育中所提供的数学教学知识。设计:本研究采用定性方法,从描述性和解释性的角度进行。具体来说,采用了非交互式定性方法。环境和参与者:分析了智利大学院长委员会12所大学的31个学科教学大纲。数据收集和分析:通过概念驱动和数据驱动相结合的内容分析方法对教学大纲进行分析,并按顺序进行。结果:结果表明,内容知识从程序性和定义性的角度侧重于数字和操作。另一方面,教学内容知识侧重于干预的设计。结论:在讨论特殊教育数学教学知识时,需要将数学教育者纳入特殊教育数学教学知识的范畴。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Mathematical Knowledge for Teaching in the Initial Education of Special Education Teachers
Background : The education of special education teachers is diverse in scope and content. One of the existing approaches corresponds to a five-year university degree. School mathematics is among the various subjects that make up the formative plans for careers. Objectives : The goal of this paper is to characterise the knowledge for mathematics teaching offered by the course syllabuses related to school mathematics in the initial education of prospective special education teachers. Design : This research is framed within a qualitative approach from a descriptive and interpretative perspective. Specifically, a non-interactive qualitative approach was used. Setting and Participants : Thirty-one subject syllabuses from 12 universities of the Council of Deans of Chilean Universities were analysed. Data collection and analysis : The syllabuses were analysed through a content analysis that combined concept-driven and data-driven development and was carried out sequentially. Results : The results show that the content knowledge focuses on numbers and operations from a procedural and definitional perspective. On the other hand, pedagogical content knowledge focuses on the design of interventions. Conclusions : We conclude that knowledge for teaching mathematics in special education needs to include mathematics educators in the discussion about what knowledge special educators should have.
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来源期刊
Acta Scientiae
Acta Scientiae Multidisciplinary-Multidisciplinary
CiteScore
0.70
自引率
0.00%
发文量
43
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