如何提高数学课教学的策略

为了向45分钟要质量，教师需要搞好前提测评，明确学习目标，设置以目标为中心、以启发为手段、反馈纠正贯彻始终的教学过程，并将教材挖掘到位。     

Values in the mathematics classroom

Abstract

Values, moral values and democratic values are attracting the attention of education researchers in general and mathematics education researchers in particular. Little research has studied pre-service teachers’ perceptions of values in the classroom, their perceptions of the relationship between the different variables of values in the classroom, as well as their relationship with the democratic society. The present research attempts to do so. Twenty-two graduate pre-service teachers who participated in ‘New trends in mathematics education’ course discussed how to cultivated values in the mathematics classroom. Moreover, they answered survey questions related to the cultivation of values in this classroom. We used a combination of deductive and inductive content analysis to characterize the pre-service teachers’ texts. The research results indicate that the pre-service teachers perceived values as encouraging students’ activity in the mathematics classroom. In addition, the pre-service teachers perceived values as encouraging specific categories of values needed as skills for the citizen in a democratic society, as creativity, critical thinking and metacognition.     

The multiple voices of a mathematics classroom community

Several mathematics educators have expressed their concern about conflicting visions of educational reform among parents and teachers, which could result in the emergence of multiple voices in discussions of achievement and instruction. The aim of this article is to examine the multiple voices of educational reform in the discourse of a third grade classroom community. In order to achieve our aim, we integrated the social and the individual as well as the past, present, and future in our analysis of the discourse in this classroom community using theoretical frameworks and methods from cultural psychology. Although our analyses focused on the classroom teacher, we employed units of analysis capable of bridging the individual and her social context. We began our analysis by focusing on a sample of whole-class discussions of students’ strategies for solving multi-digit word problems. This analysis isolated two distinct voices: one that occurred during discussions of students’ invented strategies and the other that emerged during talk about standard algorithms. We extended our analysis to include information about the historical, social, and institutional context of the classroom community in order to understand the origins and functions of these two voices. This additional information helped us appreciate the interconnections between the teacher’s personal feelings, beliefs, recollections, and expectations; and her interpersonal transactions with her students, their parents, and other educators. We concluded with a discussion of the implications of the study for understanding one of the dilemmas of educational reform and for advancing research in classroom discourse. This revised version was published online in July 2006 with corrections to the Cover Date.     

Mythmaking and mythbreaking in the mathematics classroom

Constructivism has become a major focus of recent pedagogical reform in mathematics education. However, epistemological reform that is based on the constructivist referent of learning as conceptual change has a very limited viability in traditional mathematics classrooms because of its cultural insensitivity. By contrast, the social epistemology of critical constructivism addresses the socio-cultural contexts of knowledge construction and serves as a powerful referent for cultural reform. From this perspective, the social reality of traditional mathematics classrooms is governed by powerful cultural myths that restrain the discursive practices of teachers and students. The power of the repressive myths of cold reason and hard control is evident in the ways in which they act in concert to create a highly coherent and seemingly natural social reality. Epistemological reform of traditional mathematics classroom learning environments is, therefore, synonomous with cultural reconstruction. Critical constructivism, which has a central concern with discourse ethics and the moral agency of the teacher, draws on the social philosophy of Jurgen Habermas and argues for an alternative culture of communicative action to be established in mathematics classrooms. Teachers are expected to work collaboratively as agents of cultural change in forums beyond their classrooms.Religions, philosophies, arts, the social forms of primitive and historic man, prime discoveries in science and technology, the very dreams that blister sleep, boil up from the basic, magic ring of myth.(Joseph Campbell, The Hero With a Thousand Faces, 1968, p. 8.)     

论微课在数学课堂教学中的应用

技校数学教学课堂存在重理论轻应用、重结论轻过程等问题。微课作为一种新型学习资源、学习方式和教学模式,对提高教学效率、促进学生个性化学习有着非常重要的意义。本文重点从课前预习微课化、导入微课化、重难点微课化、小结微课化及复习微课化等方面着手,探讨微课在技校数学课堂教学中的应用。希望能给数学的教学改革带来一定的帮助。     

职校数学课堂教学效果的提高

数学是职校的一门非常重要的基础学科,如何能够结合学生实际找到符合职业学校特色的行之有效的课堂教学方法和技巧更是重中之重。本文从分析职校数学教学的现状着手,根据职业教育的特点、学生的学业现状出发,提出职校数学教学的几点建议,期望对提高职校数学课堂的教学效果有所裨益。     

导之以趣 启之以思 议之以群 动之以情——数学课堂有效教学四策略

课堂教学是否有效就是看学生经过学习之后是否有变化,即新的知识是否理解,新的技能是否形成,方法是否掌握,过程是否经历,情感是否体验,如果这些方面学生都有长足的发展,这节课就是有效的课。如何才能达到这样有效的课堂呢?下面结合北师大版小学三年级数学《找规律》一课教学谈谈我的实践。     

数学教育如何体现以学生的发展为本

随着数学教育改革的深入，数学教育主张“以学生的发展为本”。数学教育“以学生发展为本”可从以下几个方面体现：从育人观看要培养学生良好的个性品质；从课程观看要让学生学习有用的数学；从教学观看要使学生主动学习主动发展；从学习观看要对学生进行学习方法指导。它们相互联系、相互影响，在进行教学实践中应融会贯通，就能促进学生数学素质的全面发展。     

Linking university mathematics classroom environments to student achievement: The mediation of mathematics beliefs

This study examined the relationships between university mathematics classroom environments, mathematics beliefs, and achievement in the context of mainland China. As a type of affect in mathematics learning, mathematics beliefs including mathematics conceptions and efficacy were examined as mediators. Based on analysis of a sample of 1443 undergraduate students from a university in northern China, the study not only found that the mathematics classroom environment was associated with both affective and cognitive mathematics outcomes, but also confirmed the mediating role of mathematics beliefs. Specifically, a desirable classroom environment was related to students’ cohesive conceptions, enhanced self-efficacy, and higher mathematics achievement. In contrast, students’ perceived difficulty of learning mathematics was connected to their fragmented conceptions, reduced self-efficacy and lower mathematics achievement. Implications of the study are discussed.     

Proofs and refutations in the undergraduate mathematics classroom

In his 1976 book, Proofs and Refutations, Lakatos presents a collection of case studies to illustrate methods of mathematical discovery in the history of mathematics. In this paper, we reframe these methods in ways that we have found make them more amenable for use as a framework for research on learning and teaching mathematics. We present an episode from an undergraduate abstract algebra classroom to illustrate the guided reinvention of mathematics through processes that strongly parallel those described by Lakatos. Our analysis suggests that the constructs described by Lakatos can provide a useful framework for making sense of the mathematical activity in classrooms where students are actively engaged in the development of mathematical ideas and provide design heuristics for instructional approaches that support the learning of mathematics through the process of guided reinvention.     

The construction of gender,social class and mathematics in the classroom

This study is part of the Social Context Project at the Centre for Mathematics and Science Education in Brisbane, Australia. Classroom observations were conducted in mathematics classes at two all girls' schools with different socioeconomic backgrounds. The aim was to investigate differences in the construction of the content of mathematics and the construction of the learners in both classes. The class in the high socioeconomic school constructed content that was perceived as required for entry into higher education while the low socioeconomic school constructed mathematics needed for everyday life transactions. Likewise, the learners were constructed differently in both schools on the basis of their perceived ability and needs. The study concluded by arguing for diversity of research methodologies and for an increasing emphasis on the experiences of successful females as well as females from different socioeconomic and ethnic backgrounds.     

探讨小学数学课堂教学的有效性提问

随着我国经济社会的不断发展和进步,以及新课改和素质教育的推进和落实,我国教育事业发展也越来越快越来越好,教学理念和教学方法也在不断改革和创新。各个学校在提升学生文化知识能力的同时,更加注重学生综合素质和能力水平的培养。在小学数学教学中,有效性的提问教学能够有效提升小学生的学习兴趣和能力,促进小学生全面发展和进步。     

小学数学课堂教学设计与反思

教师在课堂教学前进行合理的教学设计,教学就已经成功了一半,同时,教师教学设计的好坏也直接影响学生的学习效果和学习能力的锻炼,因此课堂教学设计显得尤为重要。教学设计中,教师要努力为学生提供一定的动手素材和思想素材,同时把数学问题生活化,贴近学生生活实际,不仅使学生的思维能力得到训练,而且还可减少学生对数学的畏惧感和枯燥感,以便更好地激发出学生学数学的兴趣。     

浅谈高中数学课堂的有效性

寻求教学效率,提高教学质量,是每个中学教师教学活动中的根本目标,有效教学是解决这一问题的重要途径,而让学生有兴趣是课堂有效性的前提,让学生有收获是课堂有效性的体现。