数学课是什么样子的? 对小学学生的绘画进行分析
Benjamin Rott1, Laura Barton2, Vesife Hatisaru3
1University of Cologne, Cologne, Germany.
Frontiers in psychology
|July 31, 2023
概括
学生的绘画为年轻学生提供了对数学学习经验的见解. 这项研究验证了一种绘图方法,发现近一半的学生认为数学课以教师为中心,证实了这种方法.
科学领域:
- 教育心理学教育心理学
- 数学教育教育 数学教育
- 研究方法研究方法研究方法学
背景情况:
- 学生的绘画是评估年轻学习者的数学经验的宝贵工具,特别是当自我报告方法不足时.
- 现有的基于绘图的方法需要提高客观性和有效性,以便在教育研究中收集可靠的数据.
研究的目的:
- 解决数学教育的基于绘图的研究方法中的客观性和有效性问题.
- 开发和验证一个数据编码手册,用于分析学生绘图的低推理,高度可操作的类别.
主要方法:
- 使用"绘制数学课堂" (DAMC) 仪器与104名四年级学生.
- 开发了一个数据编码手册,专注于可观察的元素,如教师的存在,办公桌的布置和教师与学生的互动.
- 确保了编码类别的高interrater可靠性.
主要成果:
- 几乎一半的学生将他们的数学课描述为以教师为中心.
- 通过一致的模式验证了发现:更大的教师描述与中央安置和学生单独工作相关联.
- 课堂观察证实了学生的看法,支持了手册的有效性.
结论:
- 经过验证的基于绘图的方法和编码手册为年轻学生对数学课堂的看法提供了可靠的见解.
- 这种方法有效地捕捉了学生的经验,特别强调了以教师为中心的教学的普遍性.
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