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首页> 外文期刊>Journal of mathematics teacher education >Teachers’ beliefs about students’ transfer of learning
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Teachers’ beliefs about students’ transfer of learning

机译：教师对学生学习转移的信念

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The idea that formal learning generalizes, or is transferred, beyond the conditions of initial learning serves as a basis for our educational system. That is, educators hope students will use the learning that develops in the classroom to productively reason about situations they have yet to encounter. Researchers in psychology and mathematics education have been conducting systematic investigations of students’ transfer of learning since the beginning of the twentieth century. However, we still do not know how teachers, the people typically tasked with creating the classroom contexts within which student learning is fostered, think about this phenomenon. This study, thus, addressed the following question: What are teachers’ beliefs about students’ transfer of learning? In the present study, I interviewed 8 practicing teachers twice using instructional tasks related to slope and identified 6 categories of beliefs they exhibited about students’ transfer of learning. These categories extend current conceptualizations of transfer into the domain of mathematics education, represent beliefs that have yet to be articulated by transfer researchers, and provide a foundation on which mathematics teacher educators can begin to think about how to effectively support teachers in developing students who can make productive use of their classroom learning.
机译：正式学习概括或转让的想法超出了初始学习条件，作为我们教育系统的基础。也就是说，教育工作者希望学生将使用在课堂上开发的学习，以效力地理由遇到他们尚未遇到的情况。心理学和数学教育的研究人员一直在为自二十世纪初以来学生对学生的学习转移进行系统调查。然而，我们仍然不知道教师，人们通常是如何制定学生学习的教学环境，思考这种现象。因此，这项研究解决了以下问题：教师对学生的学习转移是什么？在本研究中，我采访了8次练习教师两次使用与坡度相关的教学任务，并确定了他们对学生的学习转移呈现的6类信仰。这些类别扩展了当前转移到数学教育领域的概念化，代表了转移研究人员尚未阐明的信念，并为其中哪些数学教师教育者可以开始考虑如何在发展中的学生中有效地支持教师的基础提高课堂学习的生产使用。

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