数学教学学位的学习评价及其对教师培训的启示

IF 0.3 Q4 MATHEMATICS
Niusarte Virginia Pinheiro, Samira Zaidan
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引用次数: 1

摘要

本研究旨在分析数学教学本科生对其特定内容科目教师评价实践的看法,以及这种实践对其教师培训的可能影响。这是一项定性研究,解释性和解释性,在巴西联邦大学数学教学学位开发。我们使用随机的非概率样本来选择课程和学生。为了生成数据,我们使用了:文献分析、课堂观察、访谈、小组讨论、社交网络——Facebook和WhatsApp群,然后是内容分析。从数据中出现的主要干预是构成数学教师习惯的可能倾向的指示。从这些倾向中,本科生直接或间接地指出,当提到学士学位和教学学位之间的紧张关系,批评或捍卫解释性课程,严格的分类测试,以及很少对话的师生关系时,评估实践在数学内容主题中作为一种象征性暴力方式的合法性作用。分析表明,学生并没有清楚地看到这些评估实践对他们作为教师的培训的影响。在这种背景下,他们表现出一种倾向,倾向于融入数学教师的习惯,成为未来注重传播和传统评估的教学实践的可能复制者。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Learning Evaluation in Mathematics Teaching Degree and the Possible Implications for Teacher Training
This study aims to analyze the perceptions of undergraduates in Mathematics Teaching on the evaluation practices of their teachers of specific content subjects and the possible implications of this practice in their training as teachers. It is a qualitative research, expositive and explicative, developed in a Mathematics Teaching degree in a Brazilian Federal University. We used random non-probabilistic sample to select the course and the students. To produce the data, we used: documental analysis, class observation, interviews, group talks, and social networks – Facebook and WhatsApp groups, followed by content analysis. The main intervening which emerged from the data were indications of possible dispositions composing the habitus of mathematics teachers. From these dispositions, undergraduates indicated, directly and indirectly, the legitimizing role of the evaluation practices in the subjects of mathematics content as a way of symbolic violence, when mentioning the tension between the bachelor’s and the teaching degrees, and criticizing or defending the expositive classes with demonstrations, the rigor of classificatory tests, and the relationship teacher-student with little dialogue. The analysis shows that the students do not clearly see the implications of these evaluation practices on their training as teachers. In this context, they have shown a propensity to incorporate the habitus of the mathematics teacher, becoming possible reproducers of a pedagogical practice focused on transmission and traditional evaluation in their future.
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来源期刊
Mathematics Enthusiast
Mathematics Enthusiast MATHEMATICS-
CiteScore
1.40
自引率
0.00%
发文量
43
期刊介绍: The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal exists as an independent entity. The electronic version is hosted by the Department of Mathematical Sciences- University of Montana. The journal is NOT affiliated to nor subsidized by any professional organizations but supports PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics. TME strives to promote equity internationally by adopting an open access policy, as well as allowing authors to retain full copyright of their scholarship contingent on the journals’ publication ethics guidelines. Authors do not need to be affiliated with the University of Montana in order to publish in this journal. Journal articles cover a wide spectrum of topics such as mathematics content (including advanced mathematics), educational studies related to mathematics, and reports of innovative pedagogical practices with the hope of stimulating dialogue between pre-service and practicing teachers, university educators and mathematicians. The journal is interested in research based articles as well as historical, philosophical, political, cross-cultural and systems perspectives on mathematics content, its teaching and learning. The journal also includes a monograph series on special topics of interest to the community of readers.
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