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Mathematics and Science Teachers' Use of and Confidence in Empirical Reasoning: Implications for STEM Teacher Preparation

机译：数学和自然科学老师在经验推理中的使用和自信心：对STEM教师准备的启示

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摘要

The recent trend to unite mathematically related disciplines (science, technology, engineering, and mathematics) under the broader umbrella of STEM education has advantages. In this new educational context of integration, however, STEM teachers need to be able to distinguish between sufficient proof and reasoning across different disciplines, particularly between the status of inductive and deductive modes of reasoning in mathematics. Through a specific set of mathematical conjectures, researchers explored differences between mathematics (n = 24) and science (n = 23) teachers' reasoning schemes, as well as the confidence they had in their justifications. Results from the study indicate differences between the two groups in terms of their levels of mathematical proof as well as correlational trends that inform their confidence across these levels. Implications particularly for teacher training and preparation within the context of an integrated STEM education model are discussed.
机译：在更广泛的STEM教育范围内，将数学相关学科（科学，技术，工程和数学）结合在一起的最新趋势具有优势。然而，在这种新的融合教育背景下，STEM教师需要能够区分不同学科之间的充分证明和推理，尤其是在数学中归纳和演绎模式的状态之间。通过一组特定的数学猜想，研究人员探索了数学（n = 24）和科学（n = 23）教师的推理方案之间的差异，以及他们对论证的信心。研究结果表明，两组在数学证明水平以及相关趋势方面存在差异，这些趋势表明了他们对这些水平的信心。讨论了在集成的STEM教育模型的背景下尤其对教师培训和准备的影响。

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