A Technology Preservice Program for Secondary Mathematics Teachers

No abstract available for this article.     

Strategies of Number Sense in Pre-service Secondary Mathematics Teachers

This paper presents some results of an investigation on the number sense of a group of pre-service secondary teachers from Spain. The objective of this research was to analyze students’ use of strategies associated to number sense and compare them with those obtained in a previous study with pre-service primary teachers in Taiwan, (Yang, Reys & Reys, International Journal of Science and Mathematics Education, 7, 383–403, 2009). Pre-service secondary teachers showed lower success than pre-service primary teachers in a number sense test. Nevertheless, these last based their reasoning mainly on rules and algorithms, while pre-service secondary teachers used more strategies of number sense. In an attempt to delve into the low success shown by of Spanish pre-service secondary teachers, some students were interviewed. Those interviews showed that a deeper work on number sense in the training of these students is needed.     

议数学教师反思

社会发展和教育改革要求教师不断提升自身素质,自20世纪80年代以来,教师发展得到了各国关注。对教育教学实践进行反思是教师发展的一个有力因素,本文旨在阐述教师反思的内涵与目的、反思的作用、反思的内容以及反思的方法。     

Conceptions of Counselling Among Chinese Secondary School Teachers in Hong Kong

One hundred and four Chinese secondary school teachers in Hong Kong were assessed on their conceptions of counselling using a 30-item self-report checklist. Based on these teachers’ highest ratings on the three positions of each of the ten issues, it could be inferred that these teachers believe most strongly that a healthy personality is an important predictor of good counselling, that counsellors should integrate theories in their work, and that counselling should focus on the present. While there were few teacher subgroup differences, it was noteworthy that teachers involved in guidance work endorsed a humanistic orientation when compared with teachers with no such involvement. Implications of the findings for improved counselling training for teachers are discussed.     

The Forced Autonomy of Mathematics Teachers

Current developments in mathematics education require teachers to play a different and more profound role than few years ago. The first half of this article discusses the theoretical background of these developments in terms of their epistemological and meta-mathematical orientations. Based on this theoretical analysis, the teacher's new role is summed up as one of forced autonomy. Next, the article summarises two different responses on the part of the research community to the situation of forced autonomy. These are the ones of focussing primarily on teachers' meta-mathematical and mathematical qualifications. Subsequently, the results of an empirical study are outlined. These results are used both to develop an empirically grounded elaboration of the notion of forced autonomy and to challenge the above-mentioned responses on the part of the research community. The concluding section calls for the adoption of broad perspectives on teacher qualifications, integrating pedagogical, mathematical and meta-mathematical perspectives.     

职前后中学数学教师学科知识的比较研究

学科知识并不是成功教学所需要知识的全部,但它是教学的必要条件,对教学起着重要的影响作用.职前后教师的学科知识水甲之间存在显著的差异,职后教师的学科知识水平明显高于职前教师.而且就函数知识而言,职前后教师的学科知识结构呈现出了以下不同特征:(1)职前教师函数知识的概念表征、图形性质、复合函数和反函数各成份之间存在显著的相关性,并且可以通过概念表征、图形性质的知识预测他们关于复合函数和反函数的知识;(2)对于职后教师而言,只有概念表征、复合函数和反函数之间具有显著的相关性,但可以通过概念表征的知识来预测他们关于复合函数和反函数的知识.     

中小学数学教师教学技能提升路径

新课改标准要求学生成为课堂主体,使师生地位发生明显变化,但这并不意味着学生成为主导。教师需要不断提升自身素养和教学技能,更好地组织教学活动。教师教学技能和教学素养是学生核心素养培育的关键。     

华中地区数学师资培训概况

介绍了华中地区数学师资培训的组织及进展情况.     

How Secondary Mathematics Preservice Teachers Grapple with Enacting Culturally Responsive Practices at Placement Sites

International Journal of Science and Mathematics Education - Many scholars call for teacher educators to provide experiences that can lead prospective teachers to adopt and implement culturally...     

印度教师的地位

印度也是一个发展中国家，国民生产总值较低，但印度大中小学教师的工资收入和待遇却是比较高的。印度政府为发展师范教育，在提高教师的地位，尤其是经济地位方面，做出了很大的努力，值得我们学习和借鉴。     

中学教师自我和谐状况分析

采用自我和谐量表(SCCS),对江西省宜春市6所中学的275名教师进行了问卷调查.结果表明,大多数中学教师自我处在比较和谐状态,但个体差异较大,有一部分教师自我和谐水平不高;教师自我和谐水平在年龄、教龄、学历、职称、人际关系、工作能力等方面存在差异(p<0.05);而性别、是否班主任等对自我和谐没有显著影响.提示相关管理部门应采取针对性的干预措施.以维护中学教师的心理健康.     

中职专业教师的现状及其创新培养对策

我国中职专业教师的培养目前存在着学历低、双师型教师偏少、专业教学论缺失等问题.文章通过对中职专业教师的问卷调查和借鉴国外的经验,提出专业教师培养以硕士层次为主,教师必须同时学一门主专业和一门副专业,以及采用大学一中职一企业三合一的培养模式等若干创新对策.     

中职教师教学效能感的现状调查及对策研究

调查研究显示,中职教师较普通高中教师教学效能感明显偏低,究其原因,主要受学生能力和表现、教师学历和岗位变更及学校管理机制等影响,建议应建立激励性的教师管理机制,积极推进继续教育工程并促使教师掌握科学有效的自我完善手段,从而提高中职教师教学效能感.     

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.     

农村中小学教师的困境、问题与对策

农村中小学教师生存现状尴尬,与城市教师相比一直处于弱势地位。要从根本上解决农村教师的生存困境必须放宽视域,多方位寻找有效举措,包括推进农村城镇化进程,加大对农村教育的投入,构建多级政府教师工资分担机制,完善农村教师医疗保险制度,建立向农村流动的教师调节机制,减轻农村教师的工作压力,促进农村教师的心理健康。     

西藏地区中小学数学教师认识信念的调查研究

本研究选取西藏地区353名中小学数学教师作为研究对象,通过问卷调查、访谈的方法,采用描述性统计、独立样本t检验和单因素方差分析等探索西藏中小学数学教师认识信念的现状和背景因素差异。研究发现:西藏中小学数学教师的数学认识信念总体上呈进步倾向,在教师自身认识信念上则存在显著的学校位置差异,并且职称对数学教师的数学认识信念、教龄对数学教师的学生信念、学历对数学教师的数学学习信念和数学教学信念均产生一定影响。