数学方法课程提问的显式教学:职前教师探究性提问的尝试

数学教学通讯 Pub Date : 2020-12-23 DOI:10.51272/PMENA.42.2020-262

Susie Morrissey, Ozgul Kartal, G. Popović

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引用次数: 1

摘要

在一个明确的关于问题的核心活动单元之后，职前教师(PTs)完成了一项作业，选择一个解决问题的任务，预测学生的解决方案，并计划探究性问题。在分析了PTs的工作后，我们发现，尽管大多数PTs计划了探索性问题，但许多PTs也计划了侧重于信息或程序的问题。接下来的步骤包括让PTs接触一些探索性的问题，这些问题集中在意义、上下文或表征上。

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Explicit teaching of questioning in math methods course: Preservice teachers’ attempts to ask probing questions

After an explicit unit of core activities on questioning, preservice teachers (PTs) completed an assignment to select a problem-solving task, anticipate student solutions, and plan probing questions. After analyzing PTs’ work, we discovered that, although most PTs planned probing questions, many also planned questions focused on information or procedures. Next steps include exposing PTs to probing questions focused on meanings, context, or representations.

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来源期刊

数学教学通讯

自引率

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发文量

22282