• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >An evaluation of a teacher enhancement project with a focus on the Japanese open-ended approach to teaching mathematics.
【24h】

An evaluation of a teacher enhancement project with a focus on the Japanese open-ended approach to teaching mathematics.

机译：对教师提升项目的评估，重点是日本的数学开放式教学法。

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 was an evaluation study designed to determine how successful an elementary and middle school mathematics teacher enhancement program was in effecting changes in curriculum and instruction in the mathematics classroom. The subjects of the study were 299 K–8 teachers from schools in and around Belleville, Illinois.; In order to determine the effectiveness of this program, data from a variety of sources were used. Data was collected from all 299 teachers from (a) pre and posttests which measured teachers' beliefs and attitudes with regard to mathematics, mathematical problem solving, and teaching mathematical problem solving, (b) reflection papers written by teachers after one year of program implementation, (c) close-ended questionnaires which elicited teachers' responses regarding various aspects of the program and (d) external program evaluations which were written at the end of each of the three summers of the program. Additionally, 16 of the 299 teachers were observed while teaching a mathematics class and, also, were individually interviewed.; The results from all data sources indicate changes in the mathematics curricula and instruction in these teachers' classrooms. The changes in curricula include more attention to (a) problem solving, in particular open-ended problem solving, (b) number sense and patterning, (c) geometry, and (d) graphing. The changes in instruction include the use of (a) the open approach to teaching mathematics in general and problem solving in particular, (b) more instructional aids such as overhead projectors, manipulatives, and games, (c) small cooperative groups, and (d) the mathematics textbook as a resource only.; The program appears to be less effective with regard to the incorporation of calculators and computers into daily lessons. Even though this was a program goal, few teachers reported using them for instructional purposes.; Residual effects of the program include changing teachers' attitudes and beliefs with regard to mathematics, mathematics teaching, and mathematical problem solving and increasing teachers' levels of confidence in teaching mathematics. Teachers' comments regarding the program itself were generally positive, and they felt that being taught in the way in which they were expected to teach was a valuable element of the program.
机译：这是一项评估研究，旨在确定小学和中学数学教师增强计划在改变数​​学课堂中的课程和教学方面是否成功。研究的对象是伊利诺斯州贝尔维尔及其周围地区学校的299 K-8名教师。为了确定该程序的有效性，使用了来自各种来源的数据。 （a）测验前和测验后，从所有299名教师中收集了数据，这些测验测量了教师在数学，数学问题解决和教学数学问题解决方面的信念和态度，（b）计划实施一年后教师撰写的反思论文，（c）封闭式问卷，引起教师对计划各个方面的回应，以及（d）在计划三个暑假的每个暑期末编写的外部计划评估。另外，在299名教师中，有16名在上数学课时受到了观察，并且也分别接受了采访。来自所有数据源的结果表明，这些教师的课堂中的数学课程和教学方式发生了变化。课程的变化包括更多关注（a）解决问题，特别是开放式问题解决;（b）数字感和图案化;（c）几何形状;以及（d）绘图。教学内容的变化包括（a）使用开放式方法进行一般的数学教学，尤其是解决问题;（b）使用更多的教学辅助工具，例如投影仪，操纵装置和游戏;（c）小型合作团体;以及（ d）数学教科书仅作为资源;就将计算器和计算机纳入日常课程而言，该程序似乎不太有效。尽管这是一个计划目标，但很少有教师报告将其用于教学目的。该计划的残留影响包括改变教师在数学，数学教学和数学问题解决方面的态度和信念，并提高教师对数学教学的信心。老师们对该课程本身的评价总体上是积极的，他们认为以期望的方式进行教学是该课程的重要组成部分。

著录项

  • 作者

    Walton, Candide.;

  • 作者单位

    Southern Illinois University at Carbondale.;

  • 授予单位 Southern Illinois University at Carbondale.;
  • 学科 Education Mathematics.; Education Teacher Training.
  • 学位 Ph.D.
  • 年度 2002
  • 页码 152 p.
  • 总页数 152
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教师;
  • 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