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Prospective secondary mathematics teachers are typically required to take advanced university mathematics courses. However, many prospective teachers see little value in completing these courses. In this paper, we present the instantiation of an innovative model that we have previously developed on how to teach advanced mathematics to prospective teachers in a way that informs their future pedagogy. We illustrate this model with a particular module in real analysis in which theorems about continuity, injectivity, and monotonicity are used to inform teachers’ instruction on inverse trigonometric functions and solving trigonometric equations. We report data from a design research study illustrating how our activities helped prospective teachers develop a more productive understanding of inverse functions. We then present pre-test/post-test data illustrating that the prospective teachers were better able to respond to pedagogical situations around these concepts that they might encounter. 相似文献
913.
完成了医药类院校物理化学实验“根皮苷B-Z振荡电化学指纹图谱”的设计,简述了医药类院校物理化学实验课程的设计思路。建立了教学实验标准操作方法及数据处理方法,实验所得B-Z振荡电化学指纹图谱稳定清晰,重现性好,特异性强;处理得到的特征参数可用于定性、定量分析。并探究了实验温度、根皮苷浓度对B-Z振荡实验的影响,结果表明不同温度下实验数据对Arrhenius方程拟合良好;根皮苷浓度低于0.4 mmol/L时可用本操作进行定量分析,高于0.4 mmol/L时可观察到停振现象。 相似文献
914.
Molly H. Fisher Jonathan Thomas Cindy Jong Edna O. Schack David Dueber 《School science and mathematics》2019,119(3):142-149
This paper examines the implementation of an instructional module on preservice elementary teachers’ professional noticing of children’s mathematical thinking. The module focuses on professional noticing skills through the content focus of early algebraic reasoning and uses complex video vignettes from whole class instruction in authentic elementary mathematics classrooms. Findings indicated that two of the three components of professional noticing (attending and interpreting) showed statistically significant increases in a treatment group that did not occur in a comparison group. The deciding component remains a challenge that warrants further research. 相似文献
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工科化学是面向非化学化工类专业本科生的一门有特色的重要化学课程,是化学与工程技术间的桥梁,是培养现代化工程技术应用型人才知识、能力和素质整体结构的组成部分。在日新月异新的历史时期,工科化学教育面临着全球化、大众化和信息化挑战。更为重要的是,面向广大大一新生的工科化学课程在高校落实立德树人根本任务中处于非常重要的地位。教材作为教育的重要载体,新时代对工科化学教材的建设提出了新的挑战和要求。介绍了新时代背景下北京交通大学工科化学教材立体化、长效化建设的探索和实践。 相似文献
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Lynn C. Hart Susan S. Auslander Nicole Venuto Tiffany Jacobs Jody Carothers Cliff Chestnutt 《School science and mathematics》2019,119(1):3-13
The purpose of this study was to review the existing research on affect (beliefs, attitudes, and emotions) of elementary prospective teachers (EPTs) in university mathematics content courses. We use as our time period from publication in the United States of the Curriculum and Evaluation Standards for Schools Mathematics through 2016. A search of a combination of electronic databases and targeted international journals resulted in a total of 11 studies that looked at some aspect of affect with EPTs in all or some part of a university mathematics course over the 27‐year time period. Nine of the 11 studies occurred in the context of a course or courses categorized as involving an alternative pedagogy that was student‐centered. Overall we found that a student‐centered approach to instruction supported changes in EPTs’ affect that align with pedagogical recommendations in reform documents such as the NCTM Standards. However, shifts were sometimes difficult to come by and encountered resistance from EPTs. Implications for course learning experiences are offered and conflicting results between studies suggest directions for future research. 相似文献