从教学内容知识到技术教学内容知识框架及其在数学教学中的有效性:一个映射审查
Hashituky Telesphore Habiyaremye1, Celestin Ntivuguruzwa2, Philothere Ntawiha2
1African Center of Excellence for Innovative Teaching and Learning of Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), Kayonza, Rwanda.
F1000Research
|September 28, 2023
概括
本综述探讨了数学教育中的教学内容知识 (PCK) 和技术教学内容知识 (TPACK) 框架. 它强调了趋势,并确定了经验研究中的差距,以改善教学实践.
科学领域:
- 教育教育教育教育教育教育.
- 数学教育教育 数学教育
- 教育技术的教育技术
背景情况:
- 现有的教学内容知识 (PCK) 和技术教学内容知识 (TPACK) 框架对于有效的数学教学至关重要.
- 对于教育工作者和研究人员来说,了解这些框架的演变和影响至关重要.
- 本综述探讨了PCK和TPACK框架的发展及其在数学教育中的应用.
研究的目的:
- 探索教学内容知识 (PCK) 框架的趋势和演变.
- 分析技术教学内容知识 (TPACK) 框架的发展.
- 评估PCK和TPACK在数学教学中的有效性.
主要方法:
- 一个系统的审查来自谷歌学者的273篇文章,分析了229篇期刊文章.
- 从64篇期刊文章中确定了24个框架,其中包括52个数学专题研究.
- 专注于18项研究,广泛调查了数学中识别框架的使用.
主要成果:
- 框架按时间顺序呈现,详细说明它们的演变.
- 证实了在课堂上比较PCK和TPACK模型的实证研究.
- 分析了拥有这些技能的教师的有效性.
结论:
- 在PCK和TPACK干预措施的经验研究中发现了一个显著的差距.
- 建议进行进一步的研究,以更深入地了解数学教室.
- 这项研究表明,需要对PCK和TPACK模型进行更多的干预研究.
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