职前数学教师对现实数学问题特征的个人意义宣示

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Serife Sevinc
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引用次数: 0

摘要

本研究旨在了解初中职前数学教师对现实数学问题的个人理解。本研究是一项大型设计型研究的一部分,涉及教师培训课程,包括小组讨论、撰写现实数学问题和全组讨论。通过三个编码周期,对职前教师讨论的音频记录及其书面材料进行了分析。研究结果表明,职前教师对现实数学问题的个人理解既包括学生自己能体验到的校内情境,也包括现实生活中大多需要职业决策的情境,如工程中的优化。此外,职前教师认为现实情境往往涉及多种信息,可以用多种解题方法来解决,从而得出多种可接受的答案。本研究强调了在教师教育课程设计中阐明职前数学教师对现实数学问题的个人意义的信息作用,并进一步讨论了这些问题对数学教师教育的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Pre-service mathematics teachers’ personal meanings proclaiming about the characteristics of realistic mathematics problems

Pre-service mathematics teachers’ personal meanings proclaiming about the characteristics of realistic mathematics problems

This study aimed to elicit middle school pre-service mathematics teachers’ personal meanings of realistic mathematics problems. The study presents a portion of a larger design-based study involving teacher training sessions encompassing small-group discussions, writing realistic mathematics problems, and whole-group discussions. The audio records of the pre-service teachers’ discussions and their written artifacts were analyzed in three coding cycles. The findings indicated that the pre-service teachers’ personal meanings of realistic mathematics problems comprised both in-school situations that students themselves could experience and real-life situations that mostly required occupational decisions such as optimization in engineering. Besides, pre-service teachers considered that realistic situations often involve multiple information and could be solved by multiple solution methods that might lead to multiple acceptable answers. This study highlighted the informative role of articulating pre-service mathematics teachers’ personal meanings of realistic mathematics problems in designing teacher education courses and further discussed such implications for mathematics teacher education.

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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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