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1.
美国《中学数学教与学》是初中年级数学教师教育"数学教学法"课程的教材,其特点表现为:单元主题以数学教学理论为线索呈现,单元内容以具体数学知识为载体展开并且以参与式活动的形式组织教学活动.该教材对我国的数学教师教育有如下启示:数学教师教育课程应以数学知识为载体学习数学教育理论;数学教师教育教材应突出教学方式的示范性,体现做中学,在数学教学活动中学习数学教学方法;数学教师教育应注重教师学科专业素质的提升. 相似文献
2.
This article addresses the problem of how opportunities to learn in teacher education programs influence future elementary mathematics teachers’ knowledge. This study used data collected for the Teacher Education and Development Study in Mathematics (TEDS-M). TEDS-M measured the mathematics content knowledge (MCK) and the mathematics pedagogical content knowledge (MPCK) of future teachers in their final year in teacher preparation programs. The purpose of this study is to explore whether elementary teaching candidates’ MCK and MPCK are associated with their opportunities to learn in mathematics courses and mathematics methods courses in five countries. The results showed that opportunities to learn in some teacher preparation components are more important than in other components. 相似文献
3.
Joseph Slattery 《Irish Educational Studies》2014,33(4):467-488
This paper reports on an investigation into the conceptual knowledge, through the domain of fraction division, of prospective secondary mathematics teachers in their final/fourth year of undergraduate initial teacher education. The aim of the study is to assess if levels of conceptual knowledge in this domain are sufficient in order for these prospective teachers to teach for understanding. Some impact of conceptual understanding on teaching approaches is also explored. The content of the teacher education program and its suitability for preparing prospective mathematics teachers is also considered. The results indicate that in spite of four years of mathematics teacher education, these prospective mathematics teachers hold a fragmented and limited conceptual understanding of dividing fractions. To address this issue and to ensure the effective implementation of Project Maths, it is argued that initial teacher education programs need to be revised to include an emphasis on school mathematics. 相似文献
4.
The teaching of foundations courses, and in particular philosophy of education, is frequently under siege in teacher education
programs across Canada, as these programs struggle to meet other demands on student teachers. This article results from a
panel discussion addressing the context of a variety of undergraduate philosophy of education courses across the country,
and the principles and practices instructors take in teaching their discipline. The result of the discussion is a strong argument
in favour of teaching philosophy of education as an important means of achieving many of the other aims Faculties of Education
and teacher education programs have for their teacher education students, in an atmosphere of reflective thought about the
profession and its challenges. 相似文献
5.
Technological devices are widely used in various forms and for various purposes with educational systems. Teachers are required to not only use technology with the utmost efficiency, but to also act as role models for students in terms of appropriate use of technology. However, many teacher candidates are not aware of the educational use of technology classroom; hence, technology must be especially integrated into undergraduate teacher training programs through courses and field experience. Various methods, techniques, tools, and equipment are utilized in order to improve the efficiency of teaching and learning processes in the classroom, of which digital storytelling is one of them. The use of digital stories in education is beneficial both for teachers and students. For this reason, this research investigates the use of digital stories in mathematics education as well as the opinions and experiences of mathematics teacher candidates about creating, using, and evaluating digital stories. Data of the study were collected via semistructured interviews, transcribed, and content analyzed. The results of the study showed that prospective math teachers preferred GoAnimate program to create digital stories due to its ease of use, design, and the characters and visuals it suggests. Furthermore, the prospective teachers were found to aspire to use digital stories in their future careers. 相似文献
6.
The advent of computer technology in the classroom raised the issue of its appropriate use by teachers and their students
alike. It has been recommended that teacher education programs provide more opportunities for teacher candidates’ use of technology
including teaching their own technology-enhanced lessons. With a goal of integrating scholarship into student teaching, a
teacher candidate enrolled in a graduate program in childhood education carried out a technology-enhanced research project
within a professional development school. Examining the impact of the project on the teacher candidate, this article describes
how one’s pedagogical content knowledge and technological competence can be developed through a research-oriented teaching
experience. The article also demonstrates the emergence of a community of practice that shares the goal of providing learning
spaces for the teacher candidate and young children in the context of mathematics enrichment with computers. 相似文献
7.
Teacher preparation programs face a significant challenge in determining how to design learning experiences that develop the combination of knowledge, practices, and dispositions needed for effective classroom teaching. Time constraints and the theory–practice divide are two well-documented concerns. We introduce the conceptual framework and design elements of a video-enhanced mathematics methods course that targets these concerns. The course centers on systematic reflection and analysis of practice intended to foster career-long learning. We then examine the impact of this course on several facets of learning-from-teaching competencies, including teacher knowledge, beliefs, and practices. Sixty-two preservice teachers enrolled in a one-year post-bachelor elementary teacher preparation program were randomly assigned to attend this course or a more typical mathematics methods course. Findings suggest that teacher preparation experiences centered on systematic reflection and analysis create opportunities to develop certain aspects of learning-from-teaching competencies that remain otherwise underdeveloped. Implications for the design of teacher preparation include the integration in mathematics methods courses of cycles of analysis through video-enhanced discussions; collaborative planning, implementation, and reflection on teaching; and live observation and co-constructed interpretations and considerations of next steps. 相似文献
8.
《Teaching and Teacher Education》2005,21(6):717-727
Based on research concerning the influence and persistence of beliefs about teaching that pre-service teachers (students who are not yet teaching professionally) bring with them to their courses. This study used a survey and semi-structured interview to ascertain what students in a beginning education course felt were the qualities and determining characteristics of both good and poor teachers. Findings suggest that pre-service teachers conceive of teaching primarily as a task involving affective, interpersonal relationships rather than a profession requiring a skilled and knowledgeable practitioner. The findings of this study can be useful in the process of developing teacher education programs. 相似文献
9.
Amy Roth-McDuffie J. Randy McGinnis Anna O. Graeber 《Journal of Mathematics Teacher Education》2000,3(3):225-250
This study investigated, from the students',professor's, and researchers' perspectives, the effects of a reform-based introductory undergraduate mathematics course, and the efforts of a mathematics professor to teach such a course. The class had been designed for teacher candidates of middle school mathematics and science (Grades 4 to 8) but was open to all qualified students. We addressed the following research question: What perceptions about learning and teaching mathematics emerged through the participants' experiences in a reform-based mathematics course? Results of the analysis of the data suggested that the teacher candidates and the professor took an important first step toward enculturation into a reform-based vision of mathematics learning and teaching. Implications for mathematics faculty and teacher education faculty interested in promoting reform-based mathematics are presented. 相似文献
10.
Yingkang Wu Stephen Hwang Jinfa Cai 《International Journal of Science and Mathematics Education》2017,15(7):1365-1384
In this exploratory study, we developed a portrait of the challenges and strategic responses of secondary mathematics teacher educators (MTEs) in Chinese universities. The MTEs reported encountering more challenges when teaching pedagogical courses and supervising student teachers than when teaching college mathematics courses and teaching mathematical problem-solving courses. This finding reflects a key difference between the content, goals, and teaching demands of these 2 elements of mathematics teacher education programs (acting in the role of an MTE versus the role of a mathematics teacher). In this study, we also analyzed the strategies that MTEs use to deal with the challenges that arise in their work and the suggestions they have for the training of future MTEs. 相似文献
11.
This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training programme in Ghana enrolled in the mathematics instructional technology course for one semester. Strategies applied in designing the course were: aligning theory and practice, collaborative design, learning technology by design, modelling how to use technology and scaffolding authentic technology experiences. The pre-service teachers’ technology integration competencies were assessed through analysis of lesson plans and lesson observations, their self-reported technological pedagogical content knowledge and attitudes towards technology. Findings show that pre-service teachers’ technology integration competencies improved after participation in the course. All strategies were considered important, but in particular, scaffolding authentic technology experiences including feedback from teaching try-outs made significant contributions to the pre-service teachers’ developed technology integration competencies. The study provides guidelines that can serve as a benchmark for implementing strategies in the design of a subject-specific teacher education programme in preparing pre-service teachers to integrate technology in teaching. 相似文献
12.
Alan F. Chow 《Educational studies》2015,41(3):244-248
This evaluation examines the impact on student success rates related to changes in instructional programmes in undergraduate mathematics and statistics courses. Success for students taking courses with a computer-based homework component was compared with success of students who took the course in prior semesters without the computer-based component. Graphical and analytical tools are used to compare results. Results come from multiple semesters of each type of homework application, for both pre-calculus algebra and business statistics courses. Students whose performance is utilised in this study are undergraduate students taking introductory level college mathematics or business statistics courses, with mostly no prior instruction at this level. Comparing the success of the intervention group with the success of the baseline control group, findings support that the students using the computer-based homework instruction are just as successful as those using the traditional method of homework instruction. Utilising the online homework applications, provide several important advantages in today’s universities, including the reduced time for faculty grading, consistency of graded assignments across all sections of a course and most importantly, immediate feedback for students. 相似文献
13.
14.
关于离散数学教学改革的思考 总被引：9，自引：0，他引：9
离散数学是计算机科学与技术专业的一门重要基础课,搞好本课程的教学,不但能为学生学好后续课程奠定坚实的数学理论基础,而且有利于培养学生的计算机数学思维,并且在进一步的学习和工作中适应本学科专业的发展。本文结合教学实践,就当前离散数学教学存在的问题以及教学改革思路作了较为深入的分析。 相似文献
15.
Michelle E. Jordan 《理论付诸实践》2016,55(3):197-206
This conceptual article explores teaching as design work, arguing that a critical thing teachers do is design systems that enable their students to learn. Designing occurs when teachers generate new learning activities or modify curricular programs to create coherence for themselves and their students. Nonetheless, few teacher education programs include instruction in learning how to engage in design thinking. Here, designing is explored as a means to help pre-service teachers develop their facility for adaptive teaching practice by incorporating design thinking at an early stage in their teacher education programs. Literature is drawn from traditional design fields to articulate design capacities and to describe design studio pedagogy practices often used in the education of designers. As an illustrative example is presented of such practices were incorporated throughout one 15-week educational psychology course embedded in an undergraduate elementary-education program to support pre-service teachers development of design thinking. The goal was not to prepare students to use particular instructional innovations, but to collaboratively design such innovations themselves. 相似文献
16.
P. L. Galbraith 《Higher Education》1984,13(6):675-685
An acute shortage of mathematics teachers has emerged in the Western world. This article describes a study of the influence of tertiary education experiences on the attitudes of potential mathematics teachers towards their subject.Parallel questionnaires were given to groups of students who were respectively entering university mathematics courses as new undergraduates, and entering postgraduate teacher training courses. Both groups of students answered items pertaining to their experiences within secondary mathematics courses.The undergraduate students were also asked a series of questions about their expectations of tertiary mathematics courses. For the postgraduates a parallel set of questions was provided that required them to rate their actual tertiary experiences.An analysis of responses indicated that the postgraduate students were more positive about their recollection of secondary mathematics than were the undergraduate students with their more recent experience of it. They were also less positive about the reality of their tertiary courses than were the undergraduates about their expectations. Responses of the postgraduates suggested that tertiary mathematics is not merely an extension of secondary mathematics, but a subject with which distinctive and, in general, more negative reactions are associated.Mathematics emerges as a subject which progressively loses its appeal with further study and implications are drawn for both tertiary education and teacher supply. 相似文献
17.
Abstract Digital portfolios in teacher education provide opportunities to conceptualize learning and growth over time. The digital portfolio experiences of two secondary teacher education students in the context of an entire preservice teaching experience are presented. These vignettes, along with programmatic observations from the past four years, indicate that high‐level uses of educational technology are difficult to facilitate in large teacher education programs using a technology infusion model that emphasizes general skills. Whereas many teacher education programs have abandoned required technology courses to jump start National Educational Technology Standards‐based competence, the authors argue that advanced courses in educational technology for teacher education majors are still necessary for curricular integration with technology. This article concludes with a discussion of the nature and level of technology competence in relation to portfolio development and makes recommendations for how programs might pursue similar models. 相似文献
18.
In this article we describe the evolution of an elective course designed specifically for undergraduate students in our pre-service teacher education program. This course is intended to prepare these undergraduate students as future teachers—helping them to make effective and creative uses of technology in learning settings. This course emphasizes learning to learn with and about technology, in the ever-changing context of educational technology. Generally speaking, we outline and describe three key goals of teaching young teachers to thoughtfully integrate technology into a real-world classroom. First, the course emphasizes learning to explore and learn proactively by engaging in learning by design activities. Second, students are given an opportunity to try a wide variety of innovative technologies through explorations of their own choosing. Finally, we attempt to leverage the power of online community building for learning by harnessing the ubiquity and convenience of tools like Facebook. We look into the future with great hope and enthusiasm that our preservice teachers will lead the way in integrating new technologies into their teaching in ways that will benefit their students, colleagues, and the greater education community. 相似文献
19.
Robin Averill Michael Drake Dayle Anderson Glenda Anthony 《Asia-Pacific Journal of Teacher Education》2016,44(5):486-503
Managing mathematical discussion is known to be challenging for novice teachers. Coaching within student teacher rehearsals of teaching has been shown to develop mathematics teaching practice, but can be time consuming. To examine how coaching using questions could assist novice teachers to promote mathematical thinking and discussions within time-constrained programmes, videos of rehearsals, reflective debriefs, and student teacher surveys were collected across a range of courses over 4 years. Findings included that student teacher roles in rehearsals were enhanced through coaching with questions and co-construction was enabled. Coaching questions exposed effective practice, particularly in relation to orchestrating mathematical discussion, enabling student teachers to reflect, discuss, make decisions, and immediately trial teaching strategies. Questions appeared to lengthen rehearsals but improved their effectiveness through enhancing participation and enabling co-construction of meaning. Findings indicate that questions used in coaching of rehearsals inform and empower novice teachers, essential factors within initial teacher education for equitable and ambitious mathematics teaching. 相似文献
20.
Lawrence Mundia 《The Educational forum》2013,77(3):326-342
To improve quality, teacher education programs in Brunei were recently eliminated at the undergraduate level and changed to master of teaching degree courses. Prospective teachers are required to obtain content-rich initial degrees prior to applying for teacher training. This study argues that the high entry qualification to teaching may, in itself, not guarantee teacher effectiveness. This study was to determine if those in teacher training were good candidates for long and effective teaching careers. 相似文献