数学课堂上学习意图和成功标准的有效沟通:南非高中阶段学校的MERLO教学法

IF 0.3 Q4 EDUCATION, SCIENTIFIC DISCIPLINES
L. O. Adesanya, M. Graham
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引用次数: 1

摘要

一个精心设计的评估结构对于改善素质教育的各个方面和验证教育改革的成就至关重要。教师如何传达学习意图和成功标准在全球范围内的普遍性一直备受关注,尤其是在南非。本研究探讨了意义对等可重复使用学习对象(MERLO)教学法如何有效地改变高年级数学教师的日常课堂实践。该研究采用了定性的参与式行动研究来构建教师实践的演变,如教师的元教学法和教学实践法,以改善教师的信念和实践,将MERLO教育法整合为评估活动。有计划地在南非豪登省挑选了12名高级阶段教师。数据生成所使用的方法包括访谈、课堂观察、文件分析、现场笔记和培训课程。主位分析用于深入了解教师在课堂上有效沟通LIs和SC的信念和实践。在最初阶段,对教师的信念和课堂评估实践进行了检查,这为MERLO干预提供了信息。在第二阶段,教师被要求通过阅读提供给他们的MERLO讲义、参加研讨会以及与他人分享他们的意见和观点来了解MERLO项目。在第三阶段,教师必须自行设计MERLO评估项目,以评估学习者在高年级对数学概念的理解水平。调查结果显示,参与的教师获得了足够的MERLO技术知识和技能,使他们能够将评估活动的课程计划构建并整合到数学课堂中。本研究通过将MERLO教学法作为一种评估策略引入南非高年级数学教师,为知识体系做出了贡献。新冠肺炎导致一些教师在MERLO前参与阶段后退出研究,因此,未来的研究表明,更多的教师将参与类似的研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effective communication of learning intentions and success criteria in the mathematics classroom: MERLO pedagogy for Senior Phase South African schools
A well-designed assessment construct is critical for improving all aspects of quality education and validating the achievement of educational reform. The global prevalence of how teachers communicate learning intentions (LIs) and success criteria (SC) has been of great concern, particularly in the South African context. This study investigates how Meaning Equivalence Reusable Learning Objects (MERLO) pedagogy effectively transforms Senior Phase mathematics teachers’ daily practice in the classroom. The study adopted qualitative participatory action research to frame the evolution of teachers’ praxeologies such as teachers’ meta-didactical and didactical praxeologies, to improve teachers’ beliefs and practices to integrate MERLO pedagogy as assessment activities. Twelve Senior Phase teachers were purposively selected in Gauteng, South Africa. The methods used for data generation were interviews, classroom observation, document analysis, field notes and training sessions. Thematic analysis was used to obtain insight into teachers’ beliefs and practice of effectively communicating LIs and SC in the classroom. At the initial stage, teachers were examined with regard to their beliefs and practices of assessment practices in the classroom, which informed MERLO intervention. In the second stage, teachers were asked to learn about MERLO items by reading the MERLO handout provided to them, participating in the workshop and sharing their opinions and views with others. In the third stage, teachers had to design MERLO assessment items on their own to assess learners’ level of understanding of the mathematical concepts in Senior Phase. The findings revealed that the participating teachers acquired adequate knowledge and skills on MERLO techniques that allowed them to structure and integrate the lesson plan of assessment activities into their mathematics classrooms. This study contributes to the body of knowledge by introducing MERLO pedagogy to Senior Phase South African mathematical teachers as an assessment strategy. COVID-19 caused some teachers to drop out of the study after the pre-MERLO participation phase and, accordingly, future research suggests that more teachers be included in similar studies.
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来源期刊
Pythagoras
Pythagoras EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
1.50
自引率
16.70%
发文量
12
审稿时长
20 weeks
期刊介绍: Pythagoras is a scholarly research journal that provides a forum for the presentation and critical discussion of current research and developments in mathematics education at both national and international level. Pythagoras publishes articles that significantly contribute to our understanding of mathematics teaching, learning and curriculum studies, including reports of research (experiments, case studies, surveys, philosophical and historical studies, etc.), critical analyses of school mathematics curricular and teacher development initiatives, literature reviews, theoretical analyses, exposition of mathematical thinking (mathematical practices) and commentaries on issues relating to the teaching and learning of mathematics at all levels of education.
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