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首页> 外文期刊>Journal of Mathematics Teacher Education >The structure of prospective kindergarten teachers’ proportional reasoning
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The structure of prospective kindergarten teachers’ proportional reasoning

机译：未来幼儿园教师比例推理的结构

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Lamon (Teaching fractions and ratios for understanding. Essential content knowledge and instructional strategies for teachers, 2nd edn. Lawrence Erlbaum Associates, Mahwah, 2005) claimed that the development of proportional reasoning relies on various kinds of understanding and thinking processes. The critical components suggested were individuals’ understanding of the rational number subconstructs, unitizing, quantities and covariance, relative thinking, measurement and “reasoning up and down”. In this study, we empirically tested a theoretical model based on the one suggested by Lamon (Teaching fractions and ratios for understanding. Essential content knowledge and instructional strategies for teachers, 2nd edn. Lawrence Erlbaum Associates, Mahwah, 2005), as well as an extended model which included an additional component of solving missing value proportional problems. Data were collected from 238 prospective kindergarten teachers. To a great extent, the data provided support for the extended model. These findings allow us to make some first speculations regarding the knowledge that prospective kindergarten teachers possess in regard to proportional reasoning and the types of processes that might be emphasized during their education.
机译：Lamon（理解的教学分数和比率。教师的基本内容知识和教学策略，第二版，Lawrence Erlbaum Associates，Mahwah，2005年）声称，比例推理的发展依赖于各种理解和思考过程。建议的关键组成部分是个人对有理数子结构，单位，数量和协方差，相对思维，度量和“上下推理”的理解。在这项研究中，我们根据拉蒙（Lamon）建议的模型（教学的分数和比率。教师的基本内容知识和教学策略，第二版，Lawrence Erlbaum Associates，Mahwah，2005年）进行了实验性检验，并建立了一个理论模型。扩展模型，其中包括解决缺失值比例问题的其他组件。数据收集自238位准幼儿园教师。数据在很大程度上为扩展模型提供了支持。这些发现使我们可以对未来的幼儿园教师在比例推理方面的知识以及在他们的教育过程中可能要强调的过程类型做出一些初步的推测。

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