Metaphors Reveal Preservice Elementary Teachers' Views of Mathematics and Science Teaching

Typically, experiences shape one's attitudes toward the “thing” that is being experienced, whether it is a person, pet, movie, etc. Classroom experiences also shape one's attitudes toward a subject, teacher, learning, and so forth. Studies have shown that attitudes become more negative as students move from elementary to secondary schools. Elementary preservice teachers have had many classroom experiences by the time they reach their methods courses. These varied experiences have shaped their attitudes about the learning and teaching of mathematics and science.     

Efficacy for Teaching Elementary Science and Mathematics Compared to Other Content

The study was conducted to examine preservice, elementary teachers' efficacy for teaching science and mathematics as compared with other elementary content. The instrument assessed efficacy for teaching (EFT) five elementary content areas: science, mathematics, reading, classroom management, and general instruction. Three hundred twenty‐five preservice, elementary teachers completed a 15‐item instrument assessing efficacy for teaching in these five areas. The instrument was found to be valid and reliable. Overall group results indicated participants' EFT science and mathematics were lower than for teaching other areas. Intra‐individual patterns showed there were six clusters including a group with low EFT mathematics and a group with low EFT mathematics and science. Implications for preservice, teacher preparation opportunities and experiences are discussed.     

大学数学与中学数学教学内容衔接研究

数学教育是一个完整的科学体系,对大学数学教育与中学数学教育进行衔接研究具有重要意义,而教学内容的衔接是二者衔接的一个重要方面.本文根据大学数学和中学数学教学中较普遍使用的经典教材,对大学数学和中学数学教学内容从数学符号使用、教学内容重叠、教学内容遗漏三个方面进行详细归纳总结,对于大学数学教学和大学数学教材的编写具有一定借鉴作用.     

论高中数学新课标对大学数学教学内容的影响

随着高中数学新课标的实施,原有的教学内容、教学理念等都发生了很大的变化,但是随之而来的与大学数学教学内容衔接等问题也日益突现,直接对大学数学教学产生一定的影响.因此,大学数学的教材应当适当调整内容,避免出现重合或脱节的现象;同时,教师也应该更新理念,把握好新旧教材之间的差异,采取相应的衔接措施.     

Mapping Pedagogical Opportunities Provided by Mathematics Analysis Software

This paper proposes a taxonomy of the pedagogical opportunities that are offered by mathematics analysis software such as computer algebra systems, graphics calculators, dynamic geometry or statistical packages. Mathematics analysis software is software for purposes such as calculating, drawing graphs and making accurate diagrams. However, its availability in classrooms also provides opportunities for positive changes to teaching and learning. Very many examples are documented in the professional and research literature, and in this paper we organize them into 10 types. These are displayed in the form of a ‘pedagogical map’, which further classifies them according to whether the opportunity arises from new opportunities for the mathematical tasks used, change to interpersonal aspects of the classroom or change to the point of view on mathematics as a subject. The map can be used in teacher professional development to draw attention to possibilities for lessons or as a catalyst for professional discussion. For research on teaching, it can be used to map current practice, or to track professional growth. The intention of the map is to summarise the potential benefits of teaching with technology in a form that may be useful for both teachers and researchers.     

Preservice Mathematics Teachers' Ambiguous Views of Technology

While the nature of mathematics and the nature of science have received much attention, there is a lack of research on the nature of technology. This study sought to investigate preservice teachers' perceptions about the nature of technology and its role in mathematics education and society. Based on two philosophical theories of technology, the author analyzed 22 preservice teachers' philosophy statements on educational technology and in‐depth interviews with 5 of them. The findings reveal that the teachers had ambiguous notions about the characteristics of technology, which were contingent on contexts of technology use, human–machine relationships, and other factors. However, in most cases, they had an instrumental view of technology and a techno‐centric mindset. Although the participating teachers were encouraged to reflect on broad socio‐cultural issues associated with technology, most of them did not have a linguistic and conceptual framework from which to examine thoroughly how technology might influence human consciousness. As the educational technology and teacher education communities have broadened their understanding of technology and what it takes for an organizational change, preservice teachers need adequate opportunities to explore the pedagogical, epistemological, ontological, and cultural implications of the educational use of technology.     

The Transparent and the Invisible in Professional Pedagogical Vision for Science Teaching

Science teacher educators use examples of practice to support teacher candidates (TCs) learning to engage in new forms of science teaching. However, interpretation of these examples assumes a level of expertise about practice TCs lack. This article describes a study designed to determine some of the differences between expert teachers' and TCs' professional pedagogical vision for science teaching. Specifically, the study examines what each group attends to (highlights) in examples of science teaching and how they interpret the events they attend to (codes). Both groups were asked to analyze video of classroom science teaching. Differences were found between TCs and expert teachers in terms of both highlighting and coding of science teaching practice. Four key areas of difference are described in detail: actor focus, questions, grain size, and enactment. The implications for science teacher education are discussed, in particular a set of tools and teacher education practices to support acculturating TCs into more a sophisticated professional pedagogical vision for science teaching. This article features a Research to Practice Companion Article . Please click on the supporting information link below to access.     

数学思维,数学教学与问题解决

问题是数学的心脏,问题是引导研究的,提出和发现数学问题是数学思维的起步.数学问题解决体现了数学思维的目的、过程和基本方法,是创造性的思维活动.问题解决作为教学方法,能体现知识的涵义和应用价值.     

工科院校一年级新生数学教学对策

在高中教育逐步得到普及,高等教育不断扩招的情况下,对淮海工学院大学一年级新生数学学习的实际状况进行了调查,研究了学生对《新课标》内容的掌握程度,得到了一些解决高等数学教材及教学应对实际情况与变化的对策。     

高等数学直观教学策略与模式

针对高等数学教学中常用的直观教学策略与模式,即背景直观策略、言语直观策略、模象直观策略、专业直观策略和几何直观策略,分别就不同的教学环节,给出典型的案例分析和相应的教学建议.     

A Comparison Between Mathematics Textbook Content and a Statewide Mathematics Proficiency Test

Seven mathematics textbook series used for Grades 1 through 8 were examined. Textbook pages were counted as arithmetic, measurement, geometry, data analysis, or algebra. Percentages of mathematics textbook content were compared with percentages of mathematics content on the Ohio Ninth Grade Proficiency Test. Areas of greatest mismatch were arithmetic, measurement, and algebra. The overall percentage of arithmetic in the textbook series was about twice that on the test; the percentage of measurement was less than half that on the test; and the percentage of algebra was a third or less than that on the test. Results are also presented by grade level, and implications for teaching are discussed.     

多媒体与大学数学教学

分析多媒体手段在大学数学教学中的应用情况.数学本身有它的独特性,在应用多媒体进行教学时,要结合具体的情况,使多媒体能真正为数学教学服务,同时,又能使得数学教学没有失去它的特点和规律.     

直觉思维与数学教学

论述在数学教学中激发学生直觉思维的重要意义,并通过一个实例来探讨如何在讲解数学的定义和定理的同时,激发学生的灵感直觉思维.     

关于公共数学研究性教学模式的探讨

介绍研究性教学模式的一般含义及特点,并由此总结出适用于公共数学课程的三种研究性教学模式,即课堂教学一般模式、课外自主探究模式和课题参与模式;这些模式具有多元性和相对稳定性,需要借助先进的教育理论与思想在实践中进一步取得优化。     

一本适用于线上线下相结合的混合式教学的高等数学教材

随着以MOOC为代表的国内外在线开放课程的飞速发展,高校在课程建设、教学方法和教学模式等方面都在进行相应的改革.高等教育出版社紧密配合高校的教学改革,结合当前线上线下相结合的混合式教学的新趋势,在数字化教材方面也进行了很多有益的探索,推出了纸质教材+数字课程的教材出版新模式.文中以高等教育出版社出版的朱士信、唐烁主编的《高等数学(上、下)》为例,介绍了该书在教材建设、教学资源建设等方面的工作,并对学生使用平台学习的数据进行了简要的分析.