绘制数学内容与教育学概念之间的联系:认知制图。

IF 2.2 4区教育学 Q1 Social Sciences

Journal of Experimental Education Pub Date : 1998-01-01 DOI:10.1080/00220979809601405

Avril von Minden, R. Walls, A. H. Nardi

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引用次数: 21

摘要

摘要本文比较了大学数学家、数学方法教授、高中教师、中学教师和小学教师在数学领域和教学推理中的内容知识之间的联系。由于他们在数学内容和教学概念方面的经验，数学方法教授被期望将这些领域整合成一个连贯的教学内容-知识结构。事实就是如此。虽然大学数学家拥有完整的内容-知识结构，但他们倾向于将教学视为知识的传递，将学习视为知识的积累。数学方法教授、高中教师、小学教师，以及在大多数情况下，中学教师似乎将教学概念化为促进概念变化的过程，将学习概念化为互动过程。此外，探路者网络分析显示了概念图，以产生更逻辑连贯的表示。

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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Charting the Links between Mathematics Content and Pedagogy Concepts: Cartographies of Cognition.

Abstract Links between content knowledge in the mathematics domain and in pedagogical reasoning were compared for university mathematicians, mathematicsmethods professors, high school teachers, middle school teachers, and elementary school teachers. Because of their experience in both mathematical content and pedagogical concepts, mathematics-methods professors were expected to integrate those domains into a coherent pedagogical content-knowledge structure. That was the case. Although university mathematicians possessed integrated content-knowledge structures, they tended to represent teaching as transmission of knowledge and learning as accumulation of knowledge. Mathematics-methods professors, high school teachers, elementary school teachers, and, in most instances, middle school teachers appeared to conceptualize teaching as facilitation of conceptual change and learning as an interactive process. In addition, pathfinder network analysis showed concept maps to yield more logically coherent representati...

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来源期刊

Journal of Experimental Education Multiple-

CiteScore

6.70

自引率

0.00%

发文量

期刊介绍： The Journal of Experimental Education publishes theoretical, laboratory, and classroom research studies that use the range of quantitative and qualitative methodologies. Recent articles have explored the correlation between test preparation and performance, enhancing students" self-efficacy, the effects of peer collaboration among students, and arguments about statistical significance and effect size reporting. In recent issues, JXE has published examinations of statistical methodologies and editorial practices used in several educational research journals.