法国幼儿园和小学教师对指数计数的态度
Céline Poletti1, Marie Krenger1, Marie Létang2
1University of Lausanne, Institute of Psychology, Switzerland.
Acta psychologica
|November 9, 2023
概括
教师们通常对指数计数的看法是积极的,但错误地将其与数学困难联系在一起. 这种信念可能会阻碍其使用,可能会影响儿童早期的数学发展.
科学领域:
- 认知发展 认知发展
- 教育心理学教育心理学
- 数学教育教育 数学教育
背景情况:
- 教师的信仰极大地影响了课堂实践和教学策略.
- 传统观点往往认为指数计数是一种补救工具,可能会限制其教学应用.
- 最近的研究强调了指数计数对早期数学技能发展的好处.
研究的目的:
- 调查教师对指数计数的信仰与当前研究结果之间的差异.
- 了解教师如何看待指数计数在早期教育中的作用和实用性.
主要方法:
- 对413名教师进行了一项调查,涉及幼儿园到五年级的教师.
- 收集的数据集中在教师对指数计数在算术任务中的态度和信念.
主要成果:
- 教师们对指数计数表达了普遍积极的态度.
- 一个重要的发现是,教师主要将指数计数与孩子们遇到数学困难或缺乏自信联系在一起.
- 这种看法甚至在早期学习阶段也存在.
结论:
- 尽管总体态度是积极的,但教师对指数计数的具体信念可能会阻碍其在课堂上有效使用.
- 该研究强调,需要将教师教育与当前关于指数计数对数学发展的好处的研究保持一致.
- 需要进一步的研究来探索这些信念对儿童学习轨迹的全部影响.
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