通过论证培养准教师的注意能力：分数案例

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity Pub Date : 2024-10-09 DOI:10.1016/j.tsc.2024.101659

Mine Işıksal-Bostan , Emine Çatman-Aksoy , Reyhan Tekin-Sitrava

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引用次数: 0

摘要

本研究旨在调查准教师在对学生的分数数学思维进行论证时，其注意能力的发展程度。研究对象包括 10 名参加数学教学方法在线课程的三年级准教师。采用课堂教学实验设计，进行了 8 节教学实验。数据包括前测和后测、访谈、录像、每日报告和讨论后的反思论文。研究结果表明，准教师在参与课堂教学实验后，关注学生的策略和理解学生理解的注意能力得到了提高。研究结果在 "注意 "文献的范围内进行了讨论。

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Nurturing prospective teachers noticing skills through argumentation: The case of fractions

This study aimed to investigate the extent to which prospective teachers’ noticing skills develop while they engage in argumentation on students' mathematical thinking regarding fractions. The study consisted of 10 third-year prospective teachers participating in online methods of teaching mathematics course. Classroom teaching experiment design was used where 8 sessions of teaching experiments were conducted. Data involved pre and post-tests, interviews, video recordings, daily reports, and post-discussion reflection papers. Findings revealed that prospective teachers' noticing skills of attending to students' strategies and making sense of their understanding were enhanced after their involvement in the classroom teaching experiment. Findings were discussed within the scope of the noticing literature.

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来源期刊

Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

16.20%

发文量

172

审稿时长

76 days

期刊介绍： Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.