高级应用型人才培养模式及多媒体教学模式下的大学班主任工作随想

学风是校风的重要组成部分,是人才培养质量的重要保证。班主任在高校学风建设中起到非常重要的作用。班主任要有较高的责任心,用科学的班级管理方法,加强班风、学风建设,做好学生的引路人。     

Benefits of a teacher and coach collaboration: A case study

This paper describes a case study of a math teacher working with a math coach and the effects of their interaction. A guiding question was whether the coaching intervention had affected the teacher's classroom practices and, if so, in what way. The study utilized data from teacher/coach planning sessions, classroom lessons, follow-up debriefing sessions, and interviews with the teacher, coach and school principal. These data enabled the author to study the impact, if any, of the coaching on teacher beliefs and practices.     

What Is a Fraction? Developing Fraction Understanding in Prospective Elementary Teachers

Classroom teachers need a well‐developed deep understanding of fractions and pedagogic practices so they can provide meaningful experiences for students to explore and construct ideas about fractions. This study sought to examine prospective elementary teachers' understandings of fraction by focusing specifically on their use of fractions meanings and interpretations. Results indicated that prospective elementary teachers bring with them to their final methods course a limited understanding of fractions and that experiences in methods courses resulted only in minor improvement of those limited understandings. The limited part‐whole understanding of fractions that prospective elementary teachers entered the course with was resilient. The implications of this study suggest a need for prospective elementary teachers to continue to develop their conceptual understanding of fractions and for changes to the content and instructional strategies of mathematics content courses designed for prospective elementary teachers.     

基于绩效管理制度的高校教师论文及著作管理系统的探究

高校论文及著作管理系统主要负责收集及处理教职工各类论文和著作信息,它直接关系到高校人事分配制度改革以及对教师实行绩效管理能否顺利实施。本文主要研究了以SQL Server 2005为后台数据库,在.NET Framework 3.5框架下,针对高校教师论文及著作管理系统的应用需求,设计了结构合理规范的数据库,并对系统的具体设计与解决方案进行了探讨。经初步测试,该系统设计合理,性能稳定,可操作性强,能科学、准确、客观、实时地掌握全校教职工论文及著作成果的现状信息,为高校有关部门及时评估相关教师的学术能力和工作绩效提供了有力保障,同时也大大提高了管理人员的工作效率。     

Exchanging social support on online teacher groups: Relation to teacher self-efficacy

The present study explored the relation between exchanging social support on online teacher groups and teacher self-efficacy. An online survey was conducted inside a massive Facebook teacher group, and 584 elementary school teachers provided information regarding Facebook use, self-efficacy for creative teaching, and the extent to which they provided and received support on the online teacher group. Results showed that teacher self-efficacy varied as a function of years of teaching experience, length of group membership, and the extent to which teachers provided and received social support on the online teacher group. Furthermore, the providing of online support predicted teacher self-efficacy after taking into account the effects of teaching experience and group membership. The findings are discussed in terms of the features and importance of social support exchange on online teacher support groups.     

Reviving Pólya's “Look Back” in a Singapore school

This study is based on the stance that Pólya's “Look Back,” though understudied, remains relevant to Mathematics curricula that place emphasis on problem solving. Although the Singapore Mathematics curriculum adopts the goal of teaching Look Back, research about how it is carried out in actual classroom practice is rare. In our project, we focus on a redesign of a teacher development programme that is targeted to help teachers realize Pólya's original vision of Look Back in the classroom. We report the cases of two teachers who have participated in the teacher development programme: their thinking about Look Back (through interview records) and their interpretation of Look Back in their classroom practice (through video records). By bringing these two spheres of data together, we discuss their degree of ‘buy-in’ to Look Back in the overall problem solving enterprise.     

Students’ ratings of teacher practices

In this paper, we explore a novel approach for assessing the impact of a professional development programme on classroom practice of in-service middle school mathematics teachers. The particular focus of this study is the assessment of the impact on teachers’ employment of strategies used in the classroom to foster the mathematical habits of mind and mathematical self-efficacy of their students. We describe the creation and testing of a student survey designed to assess teacher classroom practice based primarily on students’ ratings of teacher practices.     

The catwalk task: Reflections and synthesis: Part 2

In this article we recount our experiences with a series of encounters with the catwalk task and reflect on the professional growth that these opportunities afforded. First, we individually reflect on our own mathematical work on the catwalk task. Second, we reflect on our experiences working with a group of community college students on the catwalk task and our interpretations of their mathematical thinking. In so doing we also detail a number of innovative and novel student-generated representations of the catwalk photos. Finally, we each individually reflect on the entire experience with the catwalk problem, as mathematics learners, as teachers, and as professionals.     

Studying teachers’ mathematical argumentation in the context of refuting students’ invalid claims

This study investigates teachers’ argumentation aiming to convince students about the invalidity of their mathematical claims in the context of calculus. 18 secondary school mathematics teachers were given three hypothetical scenarios of a student's proof that included an invalid algebraic claim. The teachers were asked to identify possible mistakes and explain how they would refute the student's invalid claims. Two of them were also interviewed. The data were analysed in terms of the content and structure of argumentation and the types of counterexamples the teachers generated. The findings show that teachers used two main approaches to refute students’ invalid claims, the use of theory and the use of counterexamples. The role of these approaches in the argumentation process was analysed by Toulmin's model and three types of reasoning emerged that indicate the structure of argumentation in the case of refutation. Concerning the counterexamples, the study shows that few teachers use them in their argumentation and in general they underestimate their value as a proof method.     

Using half-baked microworlds to challenge teacher educators’ knowing

This article illustrates how four teacher educators in training were challenged with respect to their epistemology and perceptions of teaching and learning mathematics through their interactions with expressive digital media during a professional development course. The research focused on their experience of communally constructing artifacts and their reflections on the nature of mathematics and mathematics teaching and learning with digital media. I discussed three different ways in which this media was used by the teachers; first, as a means to engage in technical-applied mathematics to engineer mathematical models; second, as a means to construct models for students to engage in experimental-constructivist activity; thirdly, as a means to engage in a discussion of a challenging mathematical problem.