A Technology Preservice Program for Secondary Mathematics Teachers

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职前数学教师如何应对学生的概率错误

概率是中国中小学课程的重要组成部分.学生对概率的学习往往存在诸多困难,这也使得教师面临许多挑战.教师要学会诊断和利用学生在不同情境中出现的错误,帮助学生更好地认识和理解概率.通过设计一个有关概率的情境问题,对48名职前数学教师的数学教学知识进行了测试,结果表明:(1)尽管职前教师都能求出情境中的概率,但是仅有少数能真正解释学生的错误;(2)职前教师对学生错误的解释,会直接影响他们教学设计的水平.     

Learning to Teach with Mathematics Textbooks: How Preservice Teachers Interpret and Use Curriculum Materials

This study investigates how four prospective teachers interpret and use textbooks while learning to teach mathematics during university coursework and practicum teaching. Results indicate that prospective teachers had varied approaches to using textbooks ranging from adherence, elaboration, and creation. Factors influencing how they engaged with texts include their practicum classroom setting, access to resources, and their understanding of mathematics. Preservice teachers' attempts to modify textbook lessons raised pedagogical, curricular, and mathematical questions for them that were not easily answered by reference to the textbooks or teacher's guides. Findings indicate that the practicum can, however, challenge preservice teachers to be creative and flexible users of curriculum materials.     

Preservice Elementary Teachers’ Voices Describe How Their Teacher Motivated Them to do Mathematics

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.     

Preparing Preservice Teachers to Work with Culturally and Linguistically Diverse Children: A Service Learning Experience

This study investigated the influence of professional development on 20 preschool teachers' use of instructional conversations in classrooms for 2- to 5-year-old children. Instructional conversation is a small group discussion that builds on children's prior knowledge to assess and assist conceptual understanding. Over a 3-year period, the educators participated in professional development designed to increase their use of the strategy in their classrooms. Each teacher was video-recorded six times annually while teaching. Two coders rated the video recordings, and the data were analyzed using a longitudinal multilevel model. Results indicated that regardless of their prior teaching experience, all of the teachers increased their use of instructional conversation throughout their participation in the professional development program. These increases were along the same trajectory for all teachers, suggesting that the professional development was effective for both new and veteran teachers. Results suggest that those who taught older children tended to use instructional conversation to a greater degree, indicating that the strategy may be easier to implement with older preschoolers.     

Infusing Culturally Responsive Instruction to Improve Mathematics Performance of Latino Students with Specific Learning Disabilities

Culturally responsive instruction has the advantage of helping diverse students make academic gains. The purpose of this study was to investigate the effects of culturally infused mathematics lessons on the academic achievement of five middle school Latino students with specific learning disabilities in a resource classroom. We used an ABACACA multiple treatment reversal design, in which two forms of culturally responsive instruction (B) and its modification (C) were compared with the traditional instruction (A). The results of the study indicated that the modified culturally responsive mathematics instruction (C) was associated with increases in positive gains in participants' daily mathematics quizzes. Limitations and implications are discussed in relation to culturally responsive instruction for middle school Latino students with specific learning disabilities.     

Assessment Practices: Empowering Mathematics and Science Teachers in Rural Secondary Schools to Enhance Student Learning

Aligned with recent changes to syllabuses in Australia is an assessment regime requiring teachers to identify what their students ‘know’ and ‘can do’ in terms of the quality of understanding demonstrated. This paper describes the experiences of 25 secondary science and mathematics teachers in rural schools in New South Wales as they explore the changing nature of assessment and its implications on their classroom practice. To help reconceptualise these changes, teachers were introduced to a cognitive structural model as a theoretical framework. Throughout the 2-year study, teachers attended a series of professional development sessions and received ongoing consultative support. Each session was taped and transcribed while interviews were conducted with each teacher at the end of both years. Analysis of these data using a grounded theory approach identified seven major components of teacher practice impacted by the study. The core component was questioning while the six contributing components were teachers’ pedagogical practices, attention to cognition, teaching strategies, assessment linked to pedagogy, classroom advantages for students, and classroom advantages for teachers. These findings represent a major shift in teachers’ perceptions of assessment from a focus on the accumulation of students’ marks to one of diagnosis as a means of directing teaching to enhance students’ scientific and mathematical understandings.     

中小学教师如何应对提升工程

全国中小学教师信息技术应用能力提升工程在全国展开,各位教师需要了解提升工程实施的必要性,提升工程的特点以及如何应对提升工程。     

Attitudes to the Use of Alternative Assessment Methods in Mathematics: A Study with Secondary Mathematics Teachers in Sydney,Australia

Given issues related to differences in learner characteristics, effective sampling across the content domain, and recent emphases on assessing meaningfully contextualised abilities and higher-order cognitive processes, the traditional mathematics test arguably does not provide a valid measure of student ability. Consequently, there is a need to incorporate alternative methods of assessment that are able to effectively assess the range of students mathematical abilities. The present study investigated methods of assessment used by 60 mathematics teachers from 11 secondary schools in metropolitan Sydney, as well as their attitudes to a range of alternative assessment methods, together with reasons why they would or would not implement these. Results showed that teachers were satisfied with traditional tests as valid measures of student ability, particularly for senior school years. Teachers generally did not favour implementing alternative assessment methods, although those with the least years teaching experience reported more positive attitudes. A major concern raised by teachers about the use of alternative assessment methods related to their perceived subjectivity. Explanations for these findings are advanced for teachers who have varying lengths of teaching experience.     

Rethinking Mathematical Concepts with the Lens of the History of Mathematics: An Experiment with Prospective Secondary Teachers

In this paper we present the main lines of a course on the history of mathematics for prospective secondary school (students’ age range 14–19) mathematics teachers, enrolled on a 2-year postgraduate teacher preparation program. In order to integrate the historical objectives with the educational objectives of the program we adopted the following strategy: on the one hand we focused on some important concepts taught in upper secondary school that required the prospective teachers to reflect on the difficulties linked to these concepts; on the other hand we proposed original sources intended to enhance the students’ reflection through challenging some existing beliefs on these concepts. We informed the prospective teachers that they were participating in a research project. This fostered a collaborative atmosphere and an active involvement that guided our students towards the final step of the course, where they were requested to outline a teaching sequence for presenting the concepts in the classroom.     

Impact of Adaptive Materials on Teachers and their Students with Visual Impairments in Secondary Science and Mathematics Classes

Science, technology, engineering, and mathematics (STEM) fields, important in today’s world, are underrepresented by students with disabilities. Students with visual impairments, although cognitively similar to sighted peers, face challenges as STEM subjects are often taught using visuals. They need alternative forms of access such as enlarged or audio‐converted text, tactile graphics, and involvement in hands‐on science. This project focused on increasing teacher awareness of and providing funds for the purchase of supplemental adaptive resources, supplies, and equipment. We examined attitude and instructional changes across the year of the programme in 15 science and mathematics teachers educating students with visual impairments. Positive changes were noted from pretest to posttest in student and teacher perspectives, and in teacher attitudes towards students with disabilities in STEM classes. Teachers also provided insights into their challenges and successes through a reflective narrative. Several adolescent students resisted accommodations to avoid appearing conspicuous to peers. Teachers implemented three strategies to address this: providing the adaptations to all students in the class; convincing the student of the need for adaptation; and involving the class in understanding and accepting the student’s impairment. A variety of teacher‐created adaptations for various science and mathematics labs are reported. Another finding was many adaptations provided for the student with visual impairment benefitted the entire class. This study supports the claim that given knowledgeable, supportive teachers, and with appropriate accommodations such as tactile or auditory materials, students with visual impairments can be as successful and engaged as other students in science and mathematics.     

如何激发学生对学习数学的热情

数学学习的主要困难来自数学的高度抽象性,高职高专院校学生对数学望而生畏,教师在日常的教学中可利用数学应用的广泛性、数学自身的魅力、数学发展的历史或数学故事、数学悬念等各种方法去激发他们学习数学的热情.     

在线教学教师如何选用教材知识——基于12位中小学教师访谈的质性研究

后疫情时代,在线教学作为一种重要的教学形态日益显现.教材知识选用是保证线上共同体学习的关键要素.以杜威教材观为分析框架,以深度访谈为方法,试图了解中小学教师教材知识选择什么、怎么选择、选择效应等问题.研究表明,教材知识选用倾向用于学习与巩固基础知识、旨在学生感知教材知识、意于延伸学习视野与经验三个方面.研究发现,相比实...     

黔东南苗族侗族自治州中职学校专业教师现状调查及对策研究

黔东南苗族侗族自治州中职学校专业教师现状存在不少问题,造成了中职学校招生难、学生流失率高、经济发展没有足够的人力支撑、民族优秀文化的继承人才培养艰难等。应建立国家职业教育师资培养体系;改革现行人事制度,对中职学校所需专业人才采取特殊政策;开展能工巧匠提升及资格认定等工作。     

中小学教师省级培训效果及推进策略研究——以陕西省为例

教师的专业发展是在职前培养和职后培训的内外因素的互动中不断实现的.省级培训作为教师职后培训体系的核心环节,在教师的专业发展中具有举足轻重的作用.从中小学教师省级培训的内容、方式和效果等入手,以陕西省为例,全面了解中小学教师的培训现状,发现和分析当前教师培训中的突出问题,并提出有针对性的解决策略,认为可以通过定期进行教师需求的摸底调研、建立分层分次分类的课程内容管理体系、建立"三级服务追踪支撑体系"、建立教师培训常态化全流程管理制度等提升省级培训的效果.