数学态度与教学实践的结合:评估数学操作材料的使用情况

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Kate Quane
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引用次数: 0

摘要

在许多数学学习经验中,特别是在学前教育阶段,使用操作材料来发展概念理解是一种普遍的做法。从小学生的角度来看,我们对数学教育中的操作材料对学生态度的影响了解有限。本研究通过观察 106 名二、三年级学生的儿童绘画作品,以及他们对绘画作品的书面和口头描述,评估数学操作材料对幼儿数学态度(YCATM)的影响。我们还对课堂进行了观察,以调查在数学学习经历中如何体现对数学的态度。修改后的态度三维模型(MTMA)和布鲁纳的经验阶段被用来研究操作材料如何影响 YCATM。数据分析采用了系统、数字编码、主题和比较方法,对课程和非课程情境中的数据进行了归纳、演绎和预期编码。研究结果表明,幼儿喜欢使用操作材料,这有助于提高他们对数学的认识和能力。然而,在活动经验、图标经验和符号经验之间的过渡可能会导致消极态度的形成。本研究还强调了使用操作材料的情境、内容和熟悉程度的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

The confluence of attitudes towards mathematics and pedagogical practice: evaluating the use of mathematical manipulatives

The confluence of attitudes towards mathematics and pedagogical practice: evaluating the use of mathematical manipulatives

The use of manipulatives to develop conceptual understanding is a prevalent practice in many mathematical learning experiences, particularly in the early years of schooling. From primary student perspectives, our understanding of the impact of manipulatives in mathematics education on students’ attitudes is limited. This study evaluates the impact of mathematical manipulatives on Young Children’s Attitudes Towards Mathematics (YCATM) by examining children’s drawings, as well as their written and verbal descriptions of their drawings from 106 year 2 and year 3 students. Classroom observations were conducted to investigate how attitudes towards mathematics are enacted during mathematical learning experiences. The modified three-dimensional model of attitude (MTMA) and Bruner’s experiential stages were used to investigate how manipulatives influence YCATM. Data analyses used systematic, numerical coding, and thematic and comparative approaches, employing inductive, deductive, and anticipatory coding for data from both lesson and non-lesson contexts. The findings suggest that young children enjoyed using manipulatives, contributing to their vision of mathematics and perceived competence. However, the transition between enactive, iconic, and symbolic experiences can contribute to the formation of negative attitudes. The present study also emphasizes the importance of context, content, and familiarity with the use of manipulatives.

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来源期刊
Mathematics Education Research Journal
Mathematics Education Research Journal EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
4.80
自引率
11.10%
发文量
30
期刊介绍: The Mathematics Education Research Journal seeks to promote high quality research that is of interest to the international community.   The Mathematics Education Research Journal seeks to present research that promotes new knowledge, ideas, methodologies and epistemologies in the field of mathematics education.    The Mathematics Education Research Journal actively seeks to promote research from the Australasian region either as research conducted in the region; conducted by researchers from the region and/or draws on research from the region.  The Mathematics Education Research Journal accepts papers from authors from all regions internationally but authors must draw on the extensive research that has been produced in the Australasian region.   The Mathematics Education Research Journal normally does not encourage publication of teacher education programs or courses. These are more suited for theother MERGA journal, Mathematics Teacher Education and Development.
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