数学教师在数学建模学习中的教学内容知识维度

E. Kurniadi, Vina Amilia Suganda, Bunda Harini
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引用次数: 0

摘要

本研究旨在解释数学教师在数学建模学习中的教学内容知识维度。数学建模教师教学内容知识的四个维度:(1)数学建模理论维度,(2)认知维度,(3)学习维度,(4)评价维度。数据收集采用观察法和访谈法。基于对教与学的影响的基本假设,教师能力将导致高质量的教学和高质量的学生学习。因此,所有的维度都应该作为教师教育和专业发展的强制性组成部分。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
THE PEDAGOGICAL CONTENT KNOWLEDGE DIMENSIONS OF MATHEMATICS TEACHER IN MATHEMATICS MODELING LEARNING
This study aims to explain the dimensions of pedagogical content knowledge of mathematics teachers in learning mathematical modeling. Four dimensions of teacher pedagogical content knowledge for mathematical modeling: (1) Dimension of mathematical modeling theory, (2) Dimension of cognitive, (3) Dimension of learning, and (4) dimension of evaluation. The data collection is observation and interview. Based on the basic assumptions about the impact of teaching on learning, teacher competence will result in quality teaching and quality student learning. Therefore, all of dimensions should be included as mandatory components in teacher education and professional development.
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