揭示数学课堂中的学生学习过程:深入工具性案例研究

IF 2 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Ali Bicer , Fay Quiroz , Tugce Aldemir
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引用次数: 0

摘要

本文探讨了在小学数学课堂中出现的创造性过程,并考察了教师如何将创造性指导的实践结合起来。使用工具性案例研究方法,我们分析了数学课程中创造性参与的动态,考虑了这种参与是发生在个人、集体还是两个层面。研究结果显示,学生在独立和合作环境中都有创造性参与的机会。虽然老师的一般教学实践支持创造性思维,但一些挑战变得明显。特别是,教师对如何培养数学创造力的理解有限,这对学生的创造性参与造成了障碍。这些发现强调了专业发展的必要性,重点放在数学特定的教学策略上,帮助教师更好地支持学生的创造性思维。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Revealing student processes in a mathematics classroom: An in-depth instrumental case study
This paper explores the creative processes that emerge in an elementary mathematics classroom and examines how the teacher incorporates creativity-directed practices. Using an instrumental case study approach, we analyzed the dynamics of creative engagement in mathematics lessons, considering whether this engagement occurred at the individual, collective, or both levels. The findings revealed that students had opportunities for creative involvement in both independent and collaborative settings. While the teacher's general instructional practices supported creative thinking, some challenges became evident. In particular, the teacher's limited understanding of how to foster creativity in mathematics posed obstacles to students' creative engagement. These findings highlight the need for professional development focused on mathematics-specific instructional strategies that help teachers better support students' creative thinking.
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来源期刊
Learning Culture and Social Interaction
Learning Culture and Social Interaction EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.40
自引率
10.50%
发文量
50
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