通过绘图了解预服务教师对数学活动理想学习环境的看法
Tuğba Yulet Yılmaz1, Mustafa Gök1
1Department of Mathematics and Science Education, Faculty of Education, Van Yuzuncu Yil University, 65080 Van, Türkiye.
Behavioral sciences (Basel, Switzerland)
|April 26, 2025
概括
预服务教师设想理想的数学学习环境有五个关键组成部分:目的,教学,角色,座位和它们的相互关系. 在初级和数学专家之间,感知有所不同,目的指导着整体设计.
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
背景情况:
- 数学活动对于现代教育中的认知参与至关重要.
- 设计有效的学习环境对于最大限度地发挥数学活动的潜力至关重要.
- 预服务教师的看法影响了数学学习环境的未来质量.
研究的目的:
- 探索初级和小学数学教师对数学活动理想学习环境的看法.
- 确定构成这些理想环境的关键组件.
- 调查前服务教师两组之间潜在的认知差异.
主要方法:
- 定性案例研究设计.
- 通过自由手绘制理想的学习环境来收集数据.
- 与服务前教师进行半结构化采访,以进行详细的反思.
主要成果:
- 确定了五个突出的组成部分:目的,教学方法,教师-学生角色,座位安排和相互关系.
- 在服务前的小学教师和服务前的小学数学教师之间的看法中观察到明显的差异.
- "目的"组件成为影响其他环境组件的核心指导因素.
结论:
- 这项研究强调了前服务教师认为理想的数学学习环境的多方面的性质.
- 了解这些观念对于旨在促进有效数学教学的教师培训计划至关重要.
- 这些发现强调了明确,指导目的在结构学习环境的各个方面的重要性.
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