讲师在本科数学授课中使用问题的情况

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
George Kinnear , Gemma Hood , Eloise Lardet , Colette Sheard , Colin Foster
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引用次数: 0

摘要

数学讲师在授课过程中经常会提出问题,而这些问题可能在学生思考和学习授课内容的过程中发挥着重要作用。我们复制并发展了之前在美国研究中使用的编码方案,对英国一所研究密集型大学的 24 位讲师在 136 场讲座中提出的问题进行了分类。我们发现,该编码方案的应用是可靠的,而且事实性问题占主导地位(与之前的研究一样)。我们探讨了讲师在使用问题时的差异--既包括英国样本与之前美国研究之间的差异,也包括我们样本中不同讲师之间的差异。我们注意到讲师提出了一连串相关的连续问题,我们称之为 "问题链"。我们探讨了这些问题的性质,研究了它们的普遍性,并试图从讲师可能的意图角度来解释它们。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Lecturers' use of questions in undergraduate mathematics lectures

Mathematics lecturers frequently ask questions in their lectures, and these questions presumably play an important role in students’ thinking about and learning of the lecture content. We replicated and developed a coding scheme used in previous research in the US to categorise lecturers’ questions in a sample of 136 lectures given by 24 lecturers at a research-intensive UK university. We found that the coding scheme could be applied reliably, and that factual questions were predominant (as in previous research). We explore differences in the lecturers’ use of questions – both between our UK sample and the previous US work, and between individual lecturers in our sample. We note the presence of strings of related successive questions from the lecturer, which we term ‘question chains’. We explore the nature of these, examine their prevalence, and seek to account for them in terms of the lecturers’ possible intentions.

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来源期刊
Journal of Mathematical Behavior
Journal of Mathematical Behavior EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
17.60%
发文量
69
期刊介绍: The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.
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