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首页> 外文学位 >Algebra for everyday activity use: A guide for sixth-grade mathematics teachers based on the Phllip C. Schlechty Working on the Work instructional model.
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Algebra for everyday activity use: A guide for sixth-grade mathematics teachers based on the Phllip C. Schlechty Working on the Work instructional model.

机译：日常活动使用的代数：基于Phllip C. Schlechty的《六年级数学教学法》指导六年级数学教师的指南。

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摘要

This project addresses through the study of practice---a critical goal of mathematics literacy of American students---how to teach mathematics. Further, this study of practice emphasizes the blending of participatory classroom action research with a soft systems approach using qualitative and interpretative modes of inquiry. The research perspective is a reflective/dialectical view of relationships between subjective-objective (thinking) and individual-social (what is).;Mathematics illiteracy is a critical problem; therefore, one critical element of mathematics (algebra) and one critical time for focusing (sixth-grade level) was chosen. Fortunately, the National Council of Teachers of Mathematics (2000) and Ohio Department of Education (2002) organizations have established what students need to know at this grade level. The mathematics standards are clear. The task is to provide sixth-grade teachers with exciting and relevant mathematics methods to teach recognized standards.;"Good" teachers know student involvement, especially in real-life situations, is a key to learning. Clearly, however, the involvement must not be an end itself but a means to learning. One means to learning methodology is found in the Working on the Work Model by Schlechty (1997, 2001, 2002). Schlechty emphasizes strongly the need for student involvement in lesson design and implementation but further established rigorous performance standards for this involvement.;This interdisciplinary Guide involving mathematics, education, economics, and business is a flexible application document for teachers. Each lesson as a whole can be used as a weeklong assignment or portions of the lesson may be taken to emphasize a particular algebra concept. Lessons are outlined in intricate detail to meet work performance standards as well as carefully integrate professional and specific state approved mathematics standards. Lessons are workable and exciting. Rubrics for teachers and students to reflect on learning objectives are included. Finally, field-testing as well as congruency analysis serve to support the interpretation and applicability of this product.;This early attempt to apply the Schlechty (2002) Model in teaching mathematics (algebra) charts a pathway for future expansion and extension by mathematics educators pursuing action research.
机译：该项目通过对实践的研究（美国学生数学素养的一个重要目标）解决了如何教授数学。此外，本实践研究强调使用定性和解释性探究模式将参与式课堂行动研究与软系统方法相结合。研究视角是对主观-客观（思维）与个人-社会（现状）之间关系的反思/辩证的观点。因此，选择了一个数学的关键要素（代数）和一个聚焦的关键时间（六年级）。幸运的是，国家数学教师委员会（2000）和俄亥俄州教育部（2002）的组织已经确定了该年级学生需要了解的知识。数学标准很明确。任务是为六年级教师提供令人兴奋的相关数学方法，以教授公认的标准。“好”教师知道学生的参与，尤其是在现实生活中，是学习的关键。但是，显然，参与本身并不是目的，而是学习的手段。 Schlechty的“工作模型上的工作”（1997、2001、2002）中找到了一种学习方法的方法。 Schlechty强烈强调需要学生参与课程设计和实施，但为此建立了严格的绩效标准。这份涉及数学，教育，经济学和商业的跨学科指南是教师的灵活申请文件。每个课程作为一个整体可以用作为期一周的作业，或者可以将课程的一部分用于强调特定的代数概念。为满足工作绩效标准以及精心整合专业和国家认可的数学标准，对课程进行了详细的概述。教训是可行且令人兴奋的。包括供教师和学生反思学习目标的规则。最后，现场测试和一致性分析可支持该产品的解释和适用性。早期尝试将Schlechty（2002）模型应用于数学（代数）教学中，这为数学教育者未来的扩展和扩展提供了途径进行行动研究。

著录项

  • 作者

    Ford, Karen E.;

  • 作者单位

    Union Institute and University.;

  • 授予单位 Union Institute and University.;
  • 学科 Education Mathematics.;Education Secondary.
  • 学位 Ph.D.
  • 年度 2004
  • 页码 241 p.
  • 总页数 241
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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