本科数学教师的合理性:探究性教学实践的选择

IF 3.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal for Research in Mathematics Education Pub Date : 2022-05-01 DOI:10.5951/jresematheduc-2020-0306

Mollee Shultz

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引用次数: 2

摘要

这篇文章阐述了为什么教师选择不使用以探究为导向的教学实践（IO IP），即使他们认为这些实践是有益的。一个全国性的本科生数学教师样本（N=269）回答了关于他们对IO IP的使用、对学生学习的信念和对职业义务的认可的问卷调查——他们对各种利益相关者的责任，包括学生个人、数学作为一门学科、机构和社会（Herbst&Chazan，2012）。结构方程模型表明，以学习者为中心的信念通常可以预测IO IP的使用，但对一些职业义务的认识可能与这些信念相反。未来倡导教学变革的工作可以利用这一框架为教师提供资源，利用他们现有的优先事项。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Rationality of Undergraduate Mathematics Instructors: The Choice to Use Inquiry-Oriented Instructional Practices

This article addresses why instructors choose to not use inquiry-oriented instructional practices (IO-IPs) even if they believe the practices are beneficial. A national sample of undergraduate mathematics instructors (N = 269) responded to questionnaires on their use of IO-IPs, beliefs on student learning, and recognition of professional obligations—their responsibilities toward various stakeholders including the individual student, mathematics as a discipline, the institution, and society (Herbst & Chazan, 2012). Structural equation modeling indicates that learner-focused beliefs often predict the use of IO-IPs, but that recognition of some professional obligations can work in opposition to those beliefs. Future work advocating for instructional change could use this framework to provide instructors with resources that leverage their existing priorities.

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来源期刊

Journal for Research in Mathematics Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

17.90%

发文量

期刊介绍： An official journal of the National Council of Teachers of Mathematics (NCTM), JRME is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college. JRME is a forum for disciplined inquiry into the teaching and learning of mathematics. The editors encourage submissions including: -Research reports, addressing important research questions and issues in mathematics education, -Brief reports of research, -Research commentaries on issues pertaining to mathematics education research, and -Book reviews.