预服务数学教师在模型中建模过程,通过数字技术引发活动
Mehmet Ali Kandemir1, Nurullah Eryilmaz2
1Balikesir University, Turkiye.
Acta psychologica
|April 11, 2025
概括
预服务数学教师有效地使用数字工具进行建模,但在批判性评估和知识转移方面遇到了困难. 教师教育需要在数学建模中加强对技术的批判性参与.
科学领域:
- 数学教育教育 数学教育
- 教育技术的教育技术
背景情况:
- 数字技术的整合在现代数学教育中至关重要.
- 了解预服务教师 (PST) 在数学建模中如何利用这些工具对于有效的教师培训至关重要.
研究的目的:
- 调查高中PST的建模方法.
- 确定PST在数学建模过程中使用的数字技术的类型和用途.
- 探索公共服务技术人员在整合技术和数学内容知识方面面临的挑战.
主要方法:
- 一项定性研究涉及26个PST在八个小组.
- 参与者参与了一个关于肥胖问题的模型诱导活动 (MEA).
- 在数学建模过程的不同阶段分析技术使用情况.
主要成果:
- PST有效地使用互联网,电子表格,计算器和解决问题的软件.
- 确定了使用技术的三个不同的目的.
- 挑战包括过度依赖技术,有限的批判性评价,以及难以转移数学内容知识.
结论:
- 公共服务技术人员表现出熟练使用各种数字工具进行数学建模的技能.
- 过度依赖技术可能会阻碍模型的批判性分析和验证.
- 教师培训计划需要加强教学策略,以促进关键技术参与和在建模中整合内容知识.
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