职前教师的数学内容知识：对高等教育数学教学的启示

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Mathematics and Its Applications Pub Date : 2016-12-01 DOI:10.1093/teamat/hrv008

Tom Lowrie;Robyn Jorgensen

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引用次数: 23

摘要

本研究探讨职前教师的数学内容知识（MCK）和与数学教育实践相关的信念。在信念和态度问卷上进行的探索性因素分析产生了三个与（1）探究式教学相关的常见态度因素；（2）数学知识是如何获得的；（3）数学的适用性。这些因素被用于随后的多变量分析，以确定教师的数学能力是否影响了他们个人的数学观点和观点。在学校学习过高等数学和标准数学的学生在三种信念和态度测量方面没有差异，尽管他们的MCK存在明显差异。

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Pre-service teachers’ mathematics content knowledge: implications for how mathematics is taught in higher education

This investigation explored pre-service teachers’ mathematics content knowledge (MCK) and beliefs associated with mathematics education practices. An Exploratory Factor Analysis, conducted on a beliefs and attitudes questionnaire, produced three common attitude factors associated with (1) inquiry-based teaching; (2) how mathematics knowledge is acquired; and (3) the applicability of mathematics. These factors were used in subsequent multivariate analyses to determine whether teachers’ mathematics competence influenced their personal mathematics viewpoints and perspectives. There was no difference between those students who had studied advanced and standard mathematics at school on the three belief and attitude measures, despite distinct differences in their MCK.

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来源期刊

Teaching Mathematics and Its Applications EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

25.00%

发文量

期刊介绍： The journal provides a forum for the exchange of ideas and experiences which contribute to the improvement of mathematics teaching and learning for students from upper secondary/high school level through to university first degree level. A distinctive feature of the journal is its emphasis on the applications of mathematics and mathematical modelling within the context of mathematics education world-wide. The journal"s readership consists of mathematics teachers, students, researchers and those concerned with curriculum development and assessment, indeed anyone concerned about the education of users of mathematics.