预服务教师在数学解释文本中发现了哪些潜在的语言挑战?
Anselm R Strohmaier1,2, Isabel Albrecht1,3, Anke Schmitz4
1Center for Empirical Research on Language and Education, Leuphana Universität Lüneburg, Lüneburg, Germany.
概括
预服务教师难以识别数学文本中的语言挑战,只识别了专家发现的12%问题. 这突显了教育工作者为语言敏感的数学教学做好准备的差距.
科学领域:
- 数学教育教育 数学教育
- 在教育教育中的语言学.
背景情况:
- 语言是数学思维和学习的组成部分.
- 有效的数学教学需要语言响应的策略.
- 识别数学文本中的语言挑战是教师的关键技能.
研究的目的:
- 调查预服务教师在数学解释性文本中识别语言挑战的能力.
- 为了比较预服务教师的识别与专家评估.
- 探索影响识别语言挑战的因素.
主要方法:
- 一项涉及115名服务前教师的研究.
- 分析参与者在九年级数学文本中识别语言挑战的分析.
- 与参考专家组发现的挑战进行比较.
主要成果:
- 预服务教师只发现了12%的专家发现的潜在语言挑战.
- 在单词层面的挑战和特定于数学的挑战更频繁地被确定.
- 参与者和专家之间存在对挑战纪律性的主观判断的分歧.
结论:
- 预服务教师在识别数学文本中的语言挑战方面表现出有限的熟练程度.
- 目前的教师准备可能没有足够的装备教育工作者对语言响应数学教学.
- 需要进一步培训,以提高教师在数学学习中解决语言障碍的能力.
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