沙特小学特殊教育教师对智障学生的数学内容和教学实践的看法
1Special Education, King Saud University, Riyadh, Saudi Arabia.
International journal of developmental disabilities
|November 20, 2024
概括
沙特阿拉伯的特殊教育教师专注于数字和功能技能,忽视智障学生的概念数学. 这限制了这些学生的综合数学教育.
科学领域:
- 特殊教育 特殊教育
- 数学教育教育 数学教育
- 关于残疾人的研究.
背景情况:
- 有效的数学教学对于智力障碍 (ID) 的学生至关重要.
- 了解当前的教学实践对于确定特殊教育需要改进的领域至关重要.
- 在沙特阿拉伯,对ID学生的数学教学研究有限.
研究的目的:
- 探索特殊教育教师对数学教学实践和ID学生的内容的看法.
- 识别沙特阿拉伯ID小学学生当前数学教育中的挑战和局限性.
主要方法:
- 定性多个案例研究设计.
- 通过开放式问卷,文物和采访14名特殊教育教师收集数据.
- 对收集的数据进行主题分析.
主要成果:
- 数学教学高度强调基于数字的内容.
- 观察到,在学术数学技能上,对功能性生活技能的重视显著超过学术数学技能.
- 教学实践优先考虑程序数学而不是概念理解.
结论:
- 样本中ID的小学学生没有接受全面的数学教育.
- 目前的内容和教学实践不足以发展深层次的数学理解.
- 建议进行进一步的研究,包括课堂观察,以验证研究结果并为实践提供信息.
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