关于西班牙预服务教师的数学错误信念和与数学焦虑的关系
M José Justicia-Galiano1, Santiago Pelegrina1
1Department of Psychology, University of Jaén, 23071 Jaén, Spain.
概括
数学神话在西班牙预服务教师中很常见,没有明确的基础结构. 数学焦虑与对固定"数学思维"的信念有关,这表明这些误解的起源多样化.
科学领域:
- 教育心理学教育心理学
- 数学教育教育 数学教育
背景情况:
- 教师的信仰显著影响数学教学.
- 数学神话,或关于数学的毫无根据的信念,可以对教学和学习产生负面影响.
研究的目的:
- 为了调查西班牙预服务教师中数学神话的普遍性.
- 探索数学误解的基础结构.
- 为了确定数学误解和数学焦虑之间的关系.
主要方法:
- 对212名西班牙语预服务教师进行了关于数学神话和焦虑的问卷调查.
- 与之前的国际研究比较流行模式.
- 分析了数学神话和数学焦虑之间的相关性.
主要成果:
- 数学误解的流行程度与先前的研究一致.
- 数学神话显示的相互相关性很弱,没有明显的底层结构.
- 数学焦虑与对天生的'数学思维'的信念相关.
结论:
- 数学神话可能源于不同的起源,而不是单一的因素.
- 关于天生的数学能力的信念有助于数学焦虑.
- 解决数学神话对于培养对数学的积极态度至关重要.
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