• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >A Case Study of Social Justice Mathematics: The Experiences of Secondary Students and Preservice Teachers in Mathematics Teaching And Learning.
【24h】

A Case Study of Social Justice Mathematics: The Experiences of Secondary Students and Preservice Teachers in Mathematics Teaching And Learning.

机译：社会正义数学案例研究：中学生和职前教师在数学教学中的经验。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This case study described the experiences of secondary students and preservice mathematics teachers in the teaching and learning of social justice mathematics (SJM). Specifically, participants' experiences in making connections among the mathematics curricula and the real world, perceptions about mathematics, and responses to an integrated curriculum approach were described.;Students participated in SJM activities designed by preservice teacher participants: one component of a pre-existing extracurricular Social Issues Club at a high school in Southeastern Ontario. Mathematics activities, led by the researcher or one of the preservice teacher participants, were designed to complement the social justice issues that were being explored by the members of the Social Issues Club. Data were obtained through observations, questionnaires, focus group, individual interviews, written reflections, and artifacts.;Results demonstrated that preservice teacher participants had unique professional and educational encounters prior to SJM that they connected to their SJM experience. Subsequent to this experience, preservice teachers suggested limited ideas about integrating curriculum into their future teaching practice beyond the content and contexts made familiar to them through SJM. With limited exposure to examples of curriculum integration identified by preservice teachers as a barrier, results suggest that preservice teachers need more opportunities to engage in mathematics curriculum integration.;Students showed an expanded view of connections between mathematics and the real world through their descriptions of the various ways in which SJM had helped them to apply mathematics concepts and understand the issues they were exploring. They enjoyed SJM's collaborative mathematics learning approach and valued the opportunity to discuss the social issues about which they were concerned.;Although the preservice teachers were confident about what they thought to be topics of interest for secondary students, there was a disconnect between students' choices of contexts for mathematics learning and the beginning teachers' assumptions about students' interest. This finding suggests that there is a need to support preservice teachers to understand students' interests in mathematics learning and that students' opinion needs to be solicited. In addition, participants' visions about enhancing mathematics teaching and learning through collaboration and providing students with autonomy allowed suggestions for the practice of mathematics teaching.
机译：本案例研究描述了中学生和职前数学老师在社会正义数学（SJM）的教学中的经验。具体而言，描述了参与者在数学课程与现实世界之间建立联系的经验，对数学的看法以及对综合课程方法的反应。；学生参加了由职前教师参与者设计的SJM活动：既有知识的一部分安大略东南部一所高中的课外社交问题俱乐部。由研究人员或一名职前教师参与者主持的数学活动旨在补充社会问题俱乐部成员正在探索的社会正义问题。数据是通过观察，问卷，焦点小组，个人访谈，书面反思和文物获得的。结果表明，职前教师参与者在参加SJM之前具有独特的专业和教育经历，他们与SJM经历有关。在经历了这些经验之后，职前教师提出了关于将课程整合到他们未来的教学实践中的有限的想法，这超出了他们通过SJM熟悉的内容和环境。由于职前教师发现的阻碍课程整合的例子有限，研究结果表明，职前教师需要更多的机会参与数学课程的整合。；学生通过对数学与现实世界之间联系的描述扩大了看法澳博曾以多种方式帮助他们应用数学概念并了解他们正在探索的问题。他们喜欢澳博的合作数学学习方法，并珍惜机会讨论他们所关注的社会问题;尽管职前教师对他们认为中学生感兴趣的主题充满信心，但学生的选择之间存在脱节数学学习的环境和初学者对学生兴趣的假设。这一发现表明，有必要支持职前教师理解学生对数学学习的兴趣，并且需要征求学生的意见。此外，参与者关于通过合作来增强数学教学和为学生提供自主权的愿景为数学教学的实践提出了建议。

著录项

  • 作者

    Lam, Mandy Shuk Man.;

  • 作者单位

    Queen's University (Canada).;

  • 授予单位 Queen's University (Canada).;
  • 学科 Education Mathematics.;Education Secondary.
  • 学位 M.S.
  • 年度 2012
  • 页码 261 p.
  • 总页数 261
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号