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1.
Shelly Sheats Harkness Beatriz D&#;ambrosio Anastasia S. Morrone 《Educational Studies in Mathematics》2007,65(2):235-254
In this study, data in the form of (preservice teacher) student voices taken from mathematical autobiographies, written at the beginning of the semester, and end-of-semester reflections, were
analyzed in order to examine why preservice elementary school teachers were highly motivated in a social constructivist mathematics
course in which the teacher emphasized mastery goals. The findings suggest that students entered the course with a wide variety
of feelings about mathematics and their own mathematical ability. At the end of the semester, students wrote about aspects
of the course that “led to their growth as a mathematical thinker and as a mathematics teacher…” Student responses were coded
within themes that emerged from the data: Struggle; Construction of meaning [mathematical language; mathematical understanding];
Grouping [working in groups]; Change [self-efficacy; math self-concept]; and the Teacher’s Role. These themes are described
using student voices and within a motivation goal theory framework. The role of struggle, in relation to motivation, is discussed. 相似文献
2.
This study examined the role of self-construal and classroom goal structure in predicting Singapore secondary students' achievement goals in their English study. Students from 104 classes were administered surveys of achievement goals, classroom goal structure, English self-concept, and self-construal. The results of two-level hierarchical linear modeling showed that after controlling for gender, previous English achievement, and English self-concept, interdependent self-construal significantly predicted mastery approach and avoidance goals, while independent self-construal was associated with performance approach, performance avoidance, and mastery approach goals. Mastery classroom goal structure predicted mastery approach and avoidance goals, whereas performance classroom goal structure predicted performance approach and avoidance goals as well as mastery avoidance goals. In addition, students with interdependent self-construal in classrooms with a performance focus were more likely to endorse mastery approach, mastery avoidance, and performance avoidance goals, while students with independent self-construal in classrooms with a performance focus tended to have performance approach goals. This study provides validation for the 2 × 2 framework of achievement goals, and advances our knowledge of how students adopt multiple goals. The findings are related to the educational achievement context of Singapore. 相似文献
3.
The authors conducted a correlational study to investigate the relations among seventh-grade Turkish students’ cheating behavior, academic self-efficacy beliefs, usage of self-handicapping strategies, personal goal orientations, and classroom goal structures specific to the science domain. The Patterns of Adaptive Learning Scales was administered to 1,950 seventh-grade students enrolled in 12 public schools. The authors conducted hierarchical linear modeling analyses to measure to what extent personal and contextual factors can be used to predict students’ cheating behavior. Analyses revealed that although students’ cheating behavior was positively predicted by performance-approach goals, it was negatively predicted by mastery goals. Students who used more self-handicapping strategies and who were less self-efficacious were also more likely to demonstrate cheating behavior. The authors found that the mastery goal–structured science-learning environment, in which understanding the material and self-improvement was emphasized, discouraged cheating. 相似文献
4.
Maria L. Blanton 《Journal of Mathematics Teacher Education》2002,5(2):117-152
This investigation uses classroom discoursein an undergraduate mathematics course tochallenge pre-service secondary mathematicsteachers' notions about mathematical discourse,what it might resemble in the classroom, andhow its various forms can be cultivated byclassroom teachers. The research setting was arequired geometry course taught by the author.Eleven pre-service mathematics teachers intheir junior or senior year of an undergraduate program participated. Results indicated participants made a transition toward an image of discourse as an active process by which students use the collective knowledge of their peers to build mathematical understanding and developed in their ability to participate in such discourse.This awareness, along with participants'analyses of their own habits of discourse asclassroom teachers, prompted shifts in theirprojected image of the role of discourse intheir future practices of teaching. Resultssuggested further that the undergraduatemathematics classroom (as opposed to themethods classroom) offers a powerful and uniqueforum in which pre-service secondary teacherscan practice, articulate, and collectivelyreflect on reform-minded ways of teaching. 相似文献
5.
Keith D. Ciani Michael J. Middleton Jessica J. Summers Kennon M. Sheldon 《Contemporary educational psychology》2010
The culture of schooling in the United States has become increasingly focused on outwardly proving student competence. Some achievement goal theorists suggest that a major casualty of performance-oriented classroom environments may be student motivation for developing and improving competence. The present study extends across theoretical frameworks of motivation to highlight student perceptions of contextual variables that may mitigate or “buffer” the negative relationship between a perceived performance-oriented classroom goal structure and mastery goals. Survey data were collected from 178 high school students in 15 mathematics classes. Multilevel modeling was used to test student perceptions of three contextual buffers: classroom community, teacher’s autonomy support, and a mastery classroom goal structure. Two significant interactions revealed that classroom community and autonomy support erased the negative effect of a perceived performance classroom goal structure. Results provide practitioners with tools for counteracting potential negative implications of emphasizing performance in the classroom. 相似文献
6.
Ellice A. Forman Jorge Larreamendy-Joerns Mary Kay Stein Catherine A. Brown 《Learning and Instruction》1998,8(6):527-548
One of the proposals of the North American educational reform movement is that teachers should stress scientific argumentation more than the manipulation of symbols and algorithms in their mathematics instruction. The aim of this article is to apply some theoretical concepts, drawn from the fields of sociolinguistics and rhetoric, to the analysis of argumentation in a lesson conducted in an urban middle school classroom. Our analysis focuses on the implementation of the classroom teacher's instructional goals during a lesson on area measurement. As a result of our analyses, we found that she achieved her instructional goals of being nondirective in her teaching and getting students actively involved in arguing about mathematical concepts. The teacher was able to orchestrate discussion by recruiting attention and participation from her class, aligning students with argumentative positions through reported speech, highlighting positions through repetition, and pointing out important aspects of their arguments through expansion. In addition, we also found that her students differed in the way they framed the mathematical content of the lesson in terms of the facts or grounds, algorithms or warrants, premises or backings, as well as solutions or claims. Their arguments also varied in terms of explicitness and ability to integrate their classmates' arguments. In conclusion, we feel that discourse analysis, based on sociolinguistic and rhetorical theoretical frameworks, can be a valuable tool for the evaluation of educational reform in mathematics. 相似文献
7.
Peter Sullivan Judith Mousley Robyn Zevenbergen 《International Journal of Science and Mathematics Education》2006,4(1):117-143
The basic unit of school based mathematics teaching is the lesson. This article is a contribution to understanding teacher actions that facilitate successful lessons, defined as those that engage all students, especially those who may sometimes feel alienated from mathematics and schooling, in productive and successful mathematical thinking and learning. An underlying assumption is that lessons can seek to build a sense in the students that their experience has elements in common with the rest of the class and that this can be done through attention to particular aspects of the mathematical and socio-mathematical goals. We examine three teacher actions that address the mathematical goals: using open-ended tasks, preparing prompts to support students experiencing difficulty, and posing extension tasks to students who finish the set tasks quickly; as well as actions that address the socio-mathematical goals by making classroom processes explicit. To illustrate and elaborate these actions, we describe a particular lesson taught to a heterogeneous upper primary (age 11–12) class. 相似文献
8.
9.
Early childhood preservice teachers participated in a qualitative multiple case study to explore and examine the effectiveness of reform-based constructivist methods used in a mathematics methods course to change their mathematics anxiety, mathematics self-efficacy, and mathematics teachers’ efficacy beliefs. Findings indicated that instructor’s use of a variety of reform-based strategies to teach and model concepts were effective in reducing their mathematics anxiety and improving their mathematics self-efficacy and mathematics teaching efficacy beliefs. Based on these findings, it is recommended that mathematics methods course instructors use reform-based constructivist methods in their courses as outlined by the NCTM’s (2014) principles. Teacher educators must also consider carefully their attitudes and disposition toward mathematics along with the type of classroom and learning environment they establish in mathematics methods courses. They must emphasize conceptual understanding during mathematics methods courses, understand the connection between preservice teachers’ mathematics anxiety and mathematics efficacy beliefs, and integrate field experiences as well as peer teaching opportunities into mathematics methods courses. 相似文献
10.
This study examined the effects of student and parent goal orientations and perceived classroom goal structures on grades and self-efficacy in mathematics during the high school transition. From a sample of 50 African American families living in a low-income school district, student survey data and open-ended parent interviews were examined. There were three significant findings. First, students who espoused more mastery goals in high school mathematics experienced more positive changes in self-efficacy and grades in mathematics during the high school transition than did their peers. Second, students who perceived more mastery and less performance goal structures in their high school math classrooms experienced more positive changes in mathematics self-efficacy during the transition than did their peers. Third, adolescents whose parents espoused mastery goals had higher grades than did their peers whose parents did not espouse mastery goals. Results indicate that mastery goals may be more influential in determining achievement and motivation in mathematics for African American students than are performance goals during the high school transition. 相似文献
11.
Primary mathematics teachers’ (N = 521) personal goal orientation and instructional practices were examined based on questionnaire responses. The teachers (grades 2 and 3) were oriented towards mastery goals and mastery approaches to instruction, and reported high teaching efficacy. Strong positive relation between performance orientation and performance instructional practices was established, and correspondingly between mastery orientation and mastery instructional practices. Positive relations between students’ (N = 9,980) basic mathematics performance (measured by paper and pencil tests) and both teacher mastery orientation and teaching efficacy were also found. Results indicate that mastery oriented teaching strategies are crucial for fostering basic mathematical competencies in primary students. 相似文献
12.
The current study examined how teachers’ perfectionism (personal standards [PS] and concern over mistakes [COM]) relates to their achievement goals for teaching, instructional practices (creation of mastery vs. performance classroom goal structures), job satisfaction, and flow experience during teaching. The data were collected from teachers (N = 143; mean age = 43.5; 70% female; 100% European American) practicing in the Midwestern U.S. Path analyses indicated that teachers’ high personal standards predicted endorsement of mastery goals for teaching, creation of mastery goal structure emphasizing personal progress and learning, high job satisfaction, and frequent flow experience during teaching. On the contrary, teachers’ high concern over mistakes predicted endorsement of performance-approach and -avoidance goals, creation of classroom performance goal structure emphasizing competition among students, low job satisfaction, and infrequent flow experience during teaching. A significant interaction between PS and COM was found for fluency (subscale of flow) experience, indicating that PS can buffer the harmful effects of COM. Therefore, the study evidenced the benefits of PS and the drawbacks of COM. 相似文献
13.
Some argue that the goal of education is to influence out‐of‐school learning activity, yet little research exists on how teachers can help students develop an interest in a topic and continue to pursue that interest outside of school. The current study tested classroom context variables from self‐determination theory (teachers’ autonomy support) and from achievement goal theory (teachers’ mastery goals) that may predict students’ school‐prompted interest above and beyond students’ mastery goals and self‐efficacy. Survey data were collected from 178 high school students in 15 mathematics classes. Hierarchical multiple regression revealed that students’ perceptions of a teacher who focuses on mastery goals account for little variance above and beyond students’ own motivation, whereas perceived teachers’ autonomy support emerged as a significant predictor. While the results are correlational and do not support causal claims, they suggest that teachers who support student autonomy might foster school‐prompted interest. 相似文献
14.
David Alan Gilman 《教育心理学家》2013,48(1):17-19
This article describes how scaffolded instruction during whole-class mathematics lessons can provide the knowledge, skills, and supportive context for developing students' self-regulatory processes. In examining classroom interactions through discourse analysis, these qualitative methods reflect a theoretical change from viewing self-regulation as an individual process to that of a social process. This article illustrates how studying instructional scaffolding through the analyses of instructional discourse helps further the understanding of how self-regulated learning develops and is realized in mathematics classrooms. Qualitative methods, such as discourse analyses, and their underlying theoretical frameworks have great potential to help "unlock" theories of learning, motivation, and self-regulation through exploring the reciprocity of teaching and learning in classrooms. 相似文献
15.
32名小学数学教师与这些教师所教班级的1691名学生参与了本研究。两个测量工具评价了教师的数学学科知识与学科教学知识,对教师的55节数学课进行了录像,并按照学习任务的认知水平与课堂对话的特点进行了编码,同时测查了学生的期末数学学习成绩。多水平分析结果表明:教师的学科教学知识、课堂学习任务的认知水平、课堂对话中教师提问问题的类型与对话的权威来源对学生的数学成绩具有显著的预测作用;而教师的学科知识对学生数学成绩的影响未达到显著性水平。 相似文献
16.
AbstractMany students experience mathematics as a neutral entity, without understanding its impact on social justice and equity. Students must understand that mathematics and statistics are powerful tools for creating social change, and that students themselves are capable to enact positive social change through their mathematical abilities. In this paper, we discuss how we have integrated both service learning and mathematical consulting into a single course to promote civic engagement by mathematics majors through professional applications. We outline methods to engage with community partners to create consulting projects for students while integrating discussions of professionalism, practice, ethics, and social justice into the classroom. We provide qualitative evidence that the integration of service learning and consulting empowers mathematics students to make a difference by doing social justice with mathematics. 相似文献
17.
This case study of a preservice secondary mathematics teacher focuses on the teacher’s beliefs about his role as mathematics
teacher. Data were collected over the final 5 months of the teacher’s university teacher education program through interviews,
written course assignments, and observations of student-teaching. Findings indicate that the preservice teacher valued classroom
roles in which students, rather than the teacher, explained traditional mathematics content. As his student-teaching internship
progressed, the teacher began to develop new roles and engaged students in additional mathematical processes. These results
emphasize the need for preservice teachers to recognize how teacher and student roles impact interrelationships between understanding
and mathematical activity, and illustrate the nature of teacher learning that can occur during an internship. 相似文献
18.
For students to meaningfully engage in science practices, substantive changes need to occur to deeply entrenched instructional approaches, particularly those related to classroom discourse. Because teachers are critical in establishing how students are permitted to interact in the classroom, it is imperative to examine their role in fostering learning environments in which students carry out science practices. This study explores how teachers describe, or frame, expectations for classroom discussions pertaining to the science practice of argumentation. Specifically, we use the theoretical lens of a participation framework to examine how teachers emphasize particular actions and goals for their students' argumentation. Multiple-case study methodology was used to explore the relationship between two middle school teachers' framing for argumentation, and their students' engagement in an argumentation discussion. Findings revealed that, through talk moves and physical actions, both teachers emphasized the importance of students driving the argumentation and interacting with peers, resulting in students engaging in various types of dialogic interactions. However, variation in the two teachers' language highlighted different purposes for students to do so. One teacher explained that through these interactions, students could learn from peers, which could result in each individual student revising their original argument. The other teacher articulated that by working with peers and sharing ideas, classroom members would develop a communal understanding. These distinct goals aligned with different patterns in students' argumentation discussion, particularly in relation to students building on each other's ideas, which occurred more frequently in the classroom focused on communal understanding. The findings suggest the need to continue supporting teachers in developing and using rich instructional strategies to help students with dialogic interactions related to argumentation. This work also sheds light on the importance of how teachers frame the goals for student engagement in this science practice. 相似文献
19.
Lio Moscardini 《British Journal of Special Education》2010,37(3):130-138
This study by Lio Moscardini of the University of Strathclyde shows how a group of 24 children in three Scottish primary schools for pupils with moderate learning difficulties responded to word problems following their teachers' introduction to the principles of Cognitively Guided Instruction (CGI). CGI is a professional development programme in mathematics instruction based on constructivist principles developed at the University of Wisconsin‐Madison. The study found that the sample group of pupils were able to develop their understanding of mathematical concepts through actively engaging in word problems without prior explicit instruction and with minimal teacher adjustments. The pupils' conceptual understandings demonstrated by their solution strategies within CGI activities were generally not consistent with classroom records of assessment. The results were encouraging in illustrating the capacity of the sample group of pupils with moderate learning difficulties to reveal their mathematical thinking and considers the importance of this insight for instructional decision making. 相似文献
20.
论数学教师课堂话语的本质特点 总被引：1，自引：0，他引：1
教师课堂话语是教师向学生传达信息的主要方式,也是教师调控学生课堂行为的重要手段,同时也为学生数学思维的发展起着关键的作用.数学教师课堂话语主要是指数学教师在课堂教学中,根据其知识储备和相关生活经历,结合学生在知识储备和相关生活经历等方面的特点,对数学教材话语进行双向解读的结果.包括:(1)自然性话语.具有通俗易懂、贴近生活等特点;(2)专用文字话语.具有层次性、逻辑性等特点;(3)专用符号话语.具有高度的概括性和精确性等特点. 相似文献