Investigating the Strategies Used by Pre‐Service Teachers in Taiwan When Responding to Number Sense Questions

This study examined the strategies used by pre‐service teachers when responding to number sense related questions. 15 pre‐service teachers from one University in Southern Taiwan were interviewed. Results indicated that about one‐third of these pre‐service teachers were able to use number sense strategies (such as recognizing the number size, using benchmarks, etc.) and the other two‐thirds relied heavily on written algorithms to solve problems. This is consistent with the findings of the earlier studies ( Reys & Yang, 1998 ; Yang & Reys, 2002 ; Yang, 2003 ), which state that fifth, sixth and eighth graders in Taiwan rely heavily on the written method when responding to number sense related questions. This implies that the performance of pre‐service elementary teachers on number sense is low. If we want to improve elementary students' knowledge and use of number sense, then we should try to improve the ability of their future teachers' number sense. This supports the statement of Ma (1999) which stated that “to empower students with mathematical thinking, teachers should first be empowered (p. 105).”     

学生面试问题的分配策略

就学生面试问题中的教师分配策略进行了系统的分析.首先我们分别给出并证明了在面试老师数一定,满足没有两个老师相同以及三个老师相同情形下的,可承担面试学生数的四个上界.然后提出了2种分配算法:排队算法和集合压缩算法,计算结果表明,所提算法可以很好的逼近理论上界.针对文理各半的情形,我们也同样提出并证明了类似的上界,两种分配策略同样适合文理各半的情形.在不分文理和文理各半的两种情况下,我们提出的分配策略都能很好的逼进甚至达到上界,同时也说明了我们理论界是一个很紧的上界.     

How Preservice Teachers Interpret and Respond to Student Geometric Errors

Recognizing and responding to students' thinking is essential in teaching mathematics, especially when students provide incorrect solutions. This study examined, through a teaching scenario task, elementary preservice teachers' interpretations of and responses to a student's work on a task involving reflective symmetry. Findings revealed that a majority of preservice teachers identified the student's errors from conceptual aspects of reflection rather than from procedural aspects. However, when they responded to the student's errors, preservice teachers tried to cope with them by invoking procedural knowledge. This study also revealed the three types of responses and two different forms of address by preservice teachers to student errors; these categories might provide insight into the difficulties arising in communication between students and teachers.     

离散数学课程教学改革探索与思考

介绍华中农业大学离散数学教学改革的内容及成效,并就未来教学改革方向,从教学手段、教学内容和考核方式等方面给出具体建议.     

建构主义下微积分教师的教学策略

建构主义主张学生是教学活动的认知主体,教师由传统的知识传授者转变为学生意义上建构的协助者和促进者,教学策略也发生显著变化.从教育者的角度出发,探讨了建构主义下微积分教师的教学策略.     

Changes in Student Attitudes Regarding Science When Taught by Teachers Without Experiences With a Model Professional Development Program

This study focuses on two main issues concerning changes in student attitudes toward science study and their perceptions of its usefulness in their lives. Information has been gathered concerning how student attitudes toward science have changed for teachers and schools not involved with any funded professional development project. Pretesting and posttesting were administered with such “control” groups at the same intervals corresponding with the data collected from students with teachers enrolled in five funded Professional Development projects over the 1981–2008 interim. The grade levels used by the National Assessment of Education Progress in their 1977 assessment of science were used; it focused on students in grades 3, 7, and 11. The results indicate a steady decline in student positive attitudes concerning their science study as grade levels increase. Conversely, the student perceptions of the usefulness of their science study as related to daily living, further science study, and for potential careers remained much the same over the 30‐year interim is a second focus. Generally, results indicate that traditional teaching and major use of textbooks cause increasingly negative student attitudes about science while not producing major changes in their perceptions of its usefulness in their lives.     

信息化教学模式下教学设计探讨——以格林公式为例

本文主要研究在信息化教学模式下格林公式的教学设计,首先通过微信群预习与实际问题引入吸引学生的注意力;其次利用问题引导的方式启发学生思考,渗透数学思想,得到本节课重点定理;并且通过雨课堂提出关联问题,提高挑战度,引导学生进行协作学习;最后解决开篇提出的实际问题.     

Strategies and Sources of Support for Beginning Teachers of Science and Mathematics

This study examines the support structures and strategies utilized by beginning mathematics and science teachers. The qualitative case study of 18 teachers (0–3 years of experience) includes teachers from rural, suburban and urban schools. Data collection consisted of one‐hour interviews. The findings indicate participants utilized formal and informal support structures within the school district (e.g., mentoring programs, talking to other new teachers) as well as those external to the school (e.g., professional organizations and conferences, talking to family and friends). We propose a model of beginning teachers' initiating access to support structures based on the realization that their ideal images of teaching do not match the realities of their classrooms. Implications are given for teacher educators, researchers, and school administrators.     

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.