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1.
建立在探索基础上的中小学数学教育回顾与展望 总被引：1，自引：0，他引：1
过去几十年中小学数学教育研究的主要进展表现在：数学教育改革，社会交流研究，课程发展研究等方面，数学教育研究应该将教育实践活动，课程开发，数学学科教育理论研究3者结合起来，当前，中小学数学课堂改革主要是：接受学生是在和思维材料相互作用的过程中建构数学知识的观念，以及课程改革、技术改革和数学语言改革等方面。 相似文献
2.
高师数学系教学改革成果展示会暨数学教学改革发展趋势研讨会会议纪要 总被引：4，自引：0，他引：4
2001年11月9日到12日在上海华东师范大学举行了高师数学系教学改革成果展示会暨数学教学改革发展趋势研讨会。通过本次会议，'与会代表们认识到：教学改革势在必行；应对应用数学引起足够的重视；数学教育课程应该大幅度改革；数学教育技术应当逐步成为高师数学系的专业必修课；应该多交流，多推广使用优秀教材。会议代表们同时提出需要解决的若干问题：成熟的教学改革成果无法得到有力推广；扩招后造成学生智力水平的降低；现代教育技术的装备亟待加强；希望大力加强数学学科教育的建设；进一步开展教改研究。 相似文献
3.
认识数学教育惯性下的课程改革 总被引：2，自引：2，他引：2
数学课程改革应该是数学教育惯性传承下的改革，即数学课程改革应是数学文化惯性的传承，数学精神、思想方法的贯穿，数学家的思维品质的吸纳，数学教学方式的价值流变趋势，以及教师高素质体现下的改革．数学教育惯性下的课程改革应注意：评价改革的先行性；教材设计的典范性与先进性；数学教育研究群体的认同性等几方面的内容．国内外教育改革经验告诉我们，人为地违反惯性发展规律，等待我们的将是惯性“回潮”和惯性“报复”，我们不可不慎思之． 相似文献
4.
本对数学课堂教学整体改革进行了初步的思考，指出应该重新审视我们的数学课堂教育评价；认清课堂教学模式应该在教师实施过程中具有弹性，模式的建立应该体现学生、教师与课程三的统一、正确对待学生的发展以及数学教师专业化发展的要求。 相似文献
5.
罗俊丽 《商洛师范专科学校学报》2005,19(4):120-122
课程、教师、学生作为数学教育的核心要素，反映到数学教育改革中，既是一项复杂的社会现象，又是一项复杂的系统工程．认为数学教育研究和改革应落实学术规范与行为规范；数学课程建设应突出数学化的基础知识和基本技能，加强数学能力和数学理性精神的培养；数学教学过程应促使学生对数学问题或实际问题产生质疑、兴趣和好奇心,改革的关键是：既要解决好教师的数学修养，又要发挥教师在数学教学过程中的教学艺术创造性. 相似文献
6.
索质教育的目的是全而贯彻党的教育方针，提高国民素质、培养学生的创新意识和实践能力，创新是教育的灵魂，培养创新精神和实践能力是素质教育的核心目标．因此。转变教育观念，重视创新教育，培养学生的创新意识，促进每个学生身心健康发展．满足学生终身发展的需要，这就迫切需要我们改革现行的数学课堂教学模式．那么如何理解改革现行的数学课堂教学模式?教师又应具备什么样的数学修养呢?下面浅谈本人的点滴处解． 相似文献
7.
数学实验是改革数学教育后所开设的一门新课程，其内容与方法已经得到越来越多的数学教育工作者的肯定。许多举办五年制高职班的学校也开始进行这方面的研究和试验。笔者经过近年来的教学实践，认为可以把教学实验课作为高职教学课改革的突破口。数学实验课是以数学教学内容为中心，以简单的实际应用问题为背景，应用数学软件学习教学理论及应用的实验课程。数学实验作为数学课的实践部分，着重培养学生的数学创新精神和工程实践能力，增强数学应用、数学建模的能力。笔者的设计思路是：按照五年制高职应用数学基础课程教学大钢提出的“拓宽… 相似文献
8.
数学教师专业化与课程改革 总被引：33，自引：2，他引：33
数学教师的专业化是数学教师双专业性的要求．在教师专业化下，我国数学教师教育的课程结构应由5部分构成，即：普通文化课程、数学专业课程、一般教育学科课程、数学教育学课程、教育技能与实践课程．教师教育课程要进行适当的改革．数学教师应具备数学科学素养、数学思想方法素养、数学能力素养和数学观素养． 相似文献
9.
新教材中数学观之分析及思考 总被引：4，自引：2，他引：4
课程与教材的内容、教育思想会直接影响教师的数学观，而教师的数学观与教师的课堂教学有密切联系．新教材努力向人们展现数学的真实面貌：(1)数学不是不变的概念、法则和定理的汇集，而是人类的一种创造性活动；(2)数学问题是丰富多彩的，不仅数学内部有，现实生活中也存在着许多与数学相关的问题；(3)数学问题解决的方法是多样的；(4)估算也是数学．新教材促进了数学教育工作者对一些问题的思考：(1)数学课程改革需要数学观强有力的指导；(2)教师教育要关注教师正确数学观的形成． 相似文献
10.
《数学课程标准》指出，义务教育阶段的数学课程应突出体现基础性、普及性和发展性，使数学教育面向全体学生，实现：人人学有价值的数学；人人都能获得必需的数学；不同的人在数学上得到不同的发展。面向全体学生，促进所有学生的全面发展，是课程改革的本质特征。课堂是实施课程改革和进行教育教学的主渠道，但是在同一个班级中， 相似文献
11.
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
12.
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
13.
王琦 《昆明师范高等专科学校学报》1994,(Z1)
本文对当前数学分析教材中出现的新变化进行了客观的评述和分析,并用近现代分析的观点对这些新变化涉及到的一些数学分析基础性问题进行了讨论,其中包含了作者在教学中的一些认识、体会和做法。 相似文献
14.
The focus of this study was elementary preservice teachers’ development as effective teachers of science and mathematics as
influenced by their participation in elementary science and mathematics methods courses. Preservice teachers’ reports of factors
that influenced their perception of their teaching abilities were analyzed according to Bandura’s (1994) 4 sources of efficacy:
mastery experiences, vicarious experiences, social persuasion, and stress reduction. This investigation allowed the researchers
to evaluate the courses based on these sources. The analysis indicated all 4 sources influenced preservice teachers’ teaching
self-efficacy beliefs, with mastery experiences considered the most influential. Embedded within discussions of mastery experiences
were references to the other sources of efficacy, which suggest an interrelationship between mastery experiences and the other
sources. 相似文献
15.
Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students’ learning experiences in a remedial online mathematics course. With an online survey of 229 college students, we found that student motivation explained a small portion of variance in achievement; whereas student motivation and emotion explained a significant portion of variance in satisfaction. In addition, significant differences in motivation and emotion were found in passing and nonpassing students; however, learning strategies did not influence student achievement and satisfaction. Implications for teaching and learning in self-paced online remedial mathematics courses are discussed. 相似文献
16.
Linda Reichwein Zientek Carlton J. Fong Julie M. Phelps 《Journal of Further & Higher Education》2019,43(2):183-200
The need to improve student success in community colleges has resulted in a growing interest in developmental mathematics. Yet there remains a need to understand the motivations and beliefs of developmental mathematics students in order to cultivate their success. Self-efficacy has been identified to be a predictor of student success. Little is known about the antecedents or sources of self-efficacy of students enrolled in remedial courses at community colleges and how their self-efficacy can be bolstered through such courses. An instrument was developed to measure sources of mathematics self-efficacy and was originally tested with middle school students. Using a sample of 439 students, it was found that a scale which measures sources of self-efficacy is psychometrically acceptable for adults completing mathematics remediation. Our results indicated that the four theorised sources of self-efficacy explained a large percentage of the variance in mathematics skill self-efficacy for our sample. As hypothesised by others, mastery experiences was the best predictor of self-efficacy but all sources influenced mathematics skills self-efficacy. 相似文献
17.
This qualitative study examined perspectives of two key stakeholder groups, instructors and students, on mathematics content courses for prospective elementary teachers (Mathematics for Teachers [MFT] courses). A collective case study approach, which drew from the data of two cases in different but comparable settings, contributed to the robustness of the findings. Cross-case analysis of the interview data revealed several convergent themes: the role of affect in student learning, pedagogy and instructor disposition, connections to the elementary classroom, and mathematics content. The findings included both conflicting and complementary perspectives between the two key stakeholder groups. When juxtaposed, the multiple viewpoints offer insights into some of the central issues related to teaching and learning in MFT courses and suggest potential avenues for improving experiences in these courses. 相似文献
18.
AbstractThis article describes reflections of two mathematicians and a mathematics teacher educator who collaborated on the development and implementation of courses (probability and statistics connections, number concept connections, and middle school mathematics methods) for middle school mathematics preservice teachers. The instructors of the courses, two in mathematics and one in mathematics education, worked together to more explicitly link course materials, assignments, and the pedagogical approaches. Collectively, the courses were designed to address the five components of preservice teachers’ mathematical knowledge for teaching (PT-MKT), and to model effective teaching practices. Using their collective experiences co-planning and implementing these course adjustments were made in the subsequent year. The instructors were pleased by their implementation and student outcomes in all three courses.We describe how each component of the PT-MKT framework was approached in these courses and discuss challenges experienced by the instructors, who were part of a larger effort to develop and implement a middle school teacher preparation program. The information shared is based on data collected as part of a program evaluation effort, and is bolstered by the instructors’ recollection of events. Overall, the instructors enhanced the curricula and their instructional practices and found that the attention placed on developing PT-MKT support the mathematical development of middle school mathematics preservice teachers. 相似文献
19.
Earlier studies of gender differences in science courses and careers have identified three probable causes: numbers of mathematics courses, level of science achievement, and attitudes toward science. Recently, differential science experiences have been suggested as a factor contributing to the gender differences found in science interest and achievement. A study of science activities, both within and outside of school, has been conducted. Although both boys and girls report similar classroom experiences, boys more often than girls report extracurricular science activities. The findings suggest that equal experiences within science classrooms do not overcome the advantage that boys hold due to more extracurricular science activities. Increased experiences in science, however, have led to more positive attitudes toward science among the girls in this study. 相似文献
20.
Over the last 50?years, there has been ample research dedicated to mathematics anxiety in contexts of teaching and learning. However, there has been less attention focused on pre-service teachers’ anxieties about teaching mathematics in classroom settings. This study analyzed pre-service teachers’ reflections at the conclusion of an elementary mathematics field experience in order to determine common themes surrounding anxiety-related events based on mathematics practice-teaching experiences. Through qualitative analysis of pre-service teachers’ reflections using open and axial coding, three categories and ten themes surrounding elementary pre-service teachers’ anxiety-related events based on mathematics practice-teaching experiences emerged. Some of the themes presented were ones that increased pre-service teachers’ anxieties for teaching mathematics, whereas other themes reflected aspects of the field experience that decreased anxiety for teaching mathematics. Based on the themes revealed in this study, suggestions for strategies and materials that could be developed for university mathematics methods courses are discussed. Novel perspectives for considering mathematics teaching anxiety, such as locus of control and future time perspective, are shared. 相似文献