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文章首先分析了中学生数学观的组成结构，将中学生数学观分为数学奉体观、数学知识观与数学学习观三个维度。在此基础上，从数学教学方法、数学课程内容与数学学习评价目标三方面深入分析了中学生科学数学观的培养问题。 相似文献
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中学生数学观的现状及形成探究 总被引：1，自引：0，他引：1
王林全 《华南师范大学学报(社会科学版)》1994,4(4)
本文指出中学数学观的意义。根据对中、美两国中学生数学观的调查和比较,以及对我国中学生数学观的补充调查,概括当前中学生教学观的某些现状,进而探讨数学现形成与数学教育的相关性。为数学教育改革提供依据。 相似文献
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中学生的数学观总体上是朴素的、肤浅的,有合理的认识也有不合理的认识。文章从三个方面分析了中学生具有这种数学观的原因,并在此基础上展望了中学生具有怎样的数学观才算是合理的:即从动态的、易谬主义数学观,静态的、绝对主义数学观,工具主义数学观和文化主义数学观的不同层面,全方位的认识数学。 相似文献
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改进中学生数学观的策略研究 总被引：5，自引：1，他引：5
中学生数学观的现状不容乐观,要改变这一现状,应采取如下措施:拓宽中学生的关联性知识和策略性知识;形成合理的观念;养成以探索为核心的数学精神,从知识层面、观念层面、精神层面3个不同的层次立体、全方位地改进中学生的数学观. 相似文献
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《黑龙江教育学院学报》2016,(12):59-61
数学教学观是指教师思考数学教学问题所获得的理性结果。教师所持有的数学教学观由数学观、认知观和教学观三部分组成。在梳理教师的数学观、数学教学观内涵以及类型的基础上,重点论述完善中学数学教师教学观的两点策略。 相似文献
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数学教师应具备的数学观念 总被引：6，自引：2，他引：6
以对（数学）教室文化的分析研究为基础，阐明了教师应具备的4种数学观念，即动态的，易谬主义数学观，静态的，绝对主义数学观，工具主义的数学观；文化主义的数学观，这4种观念各有其见地，各有所侧重，教师面对不同的教学材料，应选取不同的观念组织教学。 相似文献
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在数学新课程教学中,数学知识的内涵、表征,数学学习的本质、过程,与传统数学知识观、学习观相比有较大转变。阐述数学新课程教学不同于传统数学教学的鲜明特点。 相似文献
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刁春好 《天津师范大学学报(基础教育版)》2011,(4):48-50
以203名中学生为研究对象,以数学观量表和数学学科自我监控能力量表为工具,探讨初中生数学学科自我监控能力和数学观的相互关系,结果发现：数学观与数学学科自我监控能力之间存在着相互依存的关系,其中数学知识观对数学学科计划、管理和检验及数学自我概念对数学学科的检验、调节和评价均有显著影响。 相似文献
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喻平 《教育研究与评论(中学教育教学版)》2010,(8)
数学教学观是指教师思考数学教学问题所获得的理性认识.从数学的本体论、认识论和方法论层面分析,数学观对由教学价值取向、教学本质、教学方法和教学评价等要素组成的教学观有直接影响.同样,基于不同心理学理论建构的认知观,数学观对教学观的形成和发展也起着制约作用.数学教学观由教学观、数学观和认知观组成,数学观和认知观是数学教学观的两个基本要素,教学观以数学观和认知观作为支撑. 相似文献
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采用半结构式访谈和问卷调查深入探讨了1位专家型数学教师的数学观,数学学习观和数学教学观及其相关影响因素。本研究发现该专家型数学教师主要认为:(1)数学是培养学生思维和数学能力的载体,是源于生活和用于生活的,是学生学习、考试的一个科目;(2)学习数学需一定天赋,学生自主参与、归纳总结是数学学习最佳的方式,数学思维和分析解决问题的能力是学生数学学习的主要部分和应达到的水平之一;(3)数学教学的目标在于培养学生的数学思维、分析解决问题的能力,成功的数学教学应注重学生的参与和课后落实。中国传统文化、数学教育传统、新课程理念以及教师的工作环境等都对其观念系统有一定的影响。 相似文献
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Qing Li 《Interchange》2004,35(4):423-445
The major focus of this study is to propose a new research model, namely the Modified CGI gender model, for the study of gender
differences in mathematics. This model is developed based on Fennema, Carpenter, and Peterson’s (1989) CGI model. To examine
the validity of this new model, this study also examines the gender differences in teacher and student beliefs about mathematics
and compares gender differences between teacher and student beliefs about the importance and difficulty of certain mathematics
topics. Using the British Columbia Mathematics Assessment data, the study conducted a series of ANOVA. The findings of this
study indicate that the new model appears to be a useful tool to describe gender differences in mathematics and to guide research
in this area. The conclusions drawn from the data analysis show that male and female teachers differed significantly in their
beliefs about Numbers and Operations. Male teachers perceived this topic to be more important than female teachers. Second,
gender differences have been largely found in student beliefs about the difficulty of the selected topics. Finally, gender
differences found in teacher beliefs are similar to the gender differences in student beliefs about the importance and difficulty
of mathematics topics. 相似文献
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张晓贵 《安徽教育学院学报》2007,25(3):16-19,27
教师对于数学和数学教学的信念在很大程度上影响着他在课堂教学中的行为。由于教师的信念与当前数学教学改革的理念之间往往是不一致的,这将严重地影响到数学教学改革的进行,因而改变教师的信念就成为数学教学改革的重要条件。文章认为,教师信念的改变虽然是困难但又是可能的,由于传统的继续教育并不能很好地改变教师的信念,因而需要对传统的模式进行改变。论文的最后对于教师的信念和数学教学改革进行了进一步的思考。 相似文献
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运用路径分析方法探讨中学数学教师信念与学生数学信念系统对学生数学学习兴趣的影响,通过实证研究与分析,得出一系列结论。 相似文献
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Ilhan Karatas 《欧洲师范教育杂志》2014,37(3):390-405
This study examines the effect of three different computer integration models on pre-service mathematics teachers’ beliefs about using computers in mathematics education. Participants included 104 pre-service mathematics teachers (36 second-year students in the Computer Oriented Model group, 35 fourth-year students in the Integrated Model (IM) group and 33 fifth-year students in the Exploring Mathematical Relationships with Mathematical Software (EMReMaS) group. The results indicated a remarkable change in beliefs within the EMReMaS and IM groups concerning computer use in teaching and learning mathematics. The present study offers empirical evidence that the pre-service mathematics teachers’ experiences in computer-based mathematics courses played a significant role in this change. Teacher education programmes should consider this learning method for pre-service teachers. 相似文献
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重建数学教学论课程体系是高师数学教育适应时代发展、应对改革挑战的客观需要,我们必须以高度的历史责任感从事建构工作。依据“成功之树”模式,数学教学论课程体系的建构围绕树根——数学教学信念、树干——数学教学理论、树枝——数学课堂教学、树叶——数学教学行为4个维度进行,以切实有效地帮助师范大学数学教育专业学生奠基从事数学教学工作的基本素养。 相似文献
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国外父母数学教育观念研究进展及其启示 总被引：3，自引：0，他引：3
父母教育观念是父母教育素质的关键组成部分,它不仅直接影响父母的教育行为,而且直接或间接影响着儿童的发展.父母数学教育观念作为父母教育观念的重要分支之一,对儿童数学认知发展起着举足轻重的作用.本文对近20年国外父母数学教育观念研究及其成果,特别是父母对子女数学能力的评价、数学学业发展的期望和数学认知发展的归因等三个方面进行了深入的概括分析,并在此基础上提出了对今后父母数学教育观念研究方向与思路的建议. 相似文献
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Jesse L. M. Wilkins 《Journal of Mathematics Teacher Education》2008,11(2):139-164
This study investigated 481 in-service elementary teachers’ level of mathematical content knowledge, attitudes toward mathematics,
beliefs about the effectiveness of inquiry-based instruction, use of inquiry-based instruction and modeled the relationship
among these variables. Upper elementary teachers (grades 3–5) were found to have greater content knowledge and more positive
attitudes toward mathematics than primary teachers (grades K-2). There was no difference in teachers’ beliefs about effective
instruction, but primary level teachers were found to use inquiry-based instruction more frequently than upper elementary
teachers. Consistent with Ernest’s [Ernest (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model.
Journal of Education for Teaching, 15(1), 13–33] model of mathematics teaching, content knowledge, attitudes, and beliefs were all found to be related to teachers’
instructional practice. Furthermore, beliefs were found to partially mediate the effects of content knowledge and attitudes
on instructional practice. Content knowledge was found to be negatively related to beliefs in the effectiveness of inquiry-based
instruction and teachers’ use of inquiry-based instruction in their classrooms. However, overall, teachers with more positive
attitudes toward mathematics were more likely to believe in the effectiveness of inquiry-based instruction and use it more
frequently in their classroom. Teacher beliefs were found to have the strongest effect on teachers’ practice. Implications
for the goals and objectives of elementary mathematics methods courses and professional development are discussed.
相似文献
| Jesse L. M. WilkinsEmail: |
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Special education and subject teachers’ self‐perceived readiness to teach mathematics to low‐performing middle school students 
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下载免费PDF全文 Ulrika Ekstam Johan Korhonen Karin Linnanmäki Pirjo Aunio 《Journal of Research in Special Educational Needs》2018,18(1):59-69
Educational reforms during the last decade have led to a more inclusive environment for students with different needs and have placed demands on teachers’ readiness to instruct diverse students in the general classroom. Previous research has ascertained that student achievement is correlated with teacher quality and teachers’ efficacy beliefs. Today, basic competence in mathematics is more important than ever for managing routine day‐to‐day activities and therefore, identifying and educationally supporting students with low performance in mathematics is necessary. The aim of the study was to investigate the perceived teacher efficacy beliefs of special education and mathematics teachers when teaching mathematics to low‐performing middle school students. Results indicated that special education teachers had higher teacher efficacy beliefs than mathematics teachers. Teacher experience, certification or gender had no effect on teachers’ efficacy beliefs. Furthermore, subject teachers reported high pedagogical knowledge for teaching low‐performing students, and special education teachers reported having moderate mathematical subject knowledge. 相似文献