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Prospective primary school teachers'and pre-school teachers' beliefs about the nature of mathematics and mathematics learning

机译：预期小学师生，教育前教师对数学和数学学习性质的信仰

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摘要

University studies, among other things, are aimed at enabling primary school teachers and pre-school teachers to support the development of mathematical competences of young learners. Although mathematics content knowledge is a major component of the professional body of knowledge required for teaching mathematics, teachers’ professional beliefs on what mathematics is and how mathematics is learned have a significant mediating effect on teachers’ success in providing genuine opportunities for learning meaningful mathematics.The research goal of the study conducted at the beginning of the second semester, when students encounter their first mathematics course for teachers, was to analyze the prospective teachers’ beliefs on the nature of mathematics and on mathematics learning. The student questionnaire consisted of parts of the questionnaire used in the international study TEDS-M and of a small number of mathematics items designed to verify the answers given by the questionnaire respondents. The results revealed a difference between the self-professed beliefs of the students and the approaches they used to respond to the mathematics items. These findings point to the need for providing specific learning opportunities within initial teacher education to help future teachers in developing coherent mathematical knowledge for teaching and consistent professional beliefs.
机译：其他事情的大学学习旨在实现小学教师和学前的教师，以支持年轻学习者的数学竞争力的发展。虽然数学内容知识是教学数学所需的专业知识的主要组成部分，但教师专业信仰就是如何学习数学的职业信念以及如何学习数学如何对教师成功提供了对学习有意义数学的真正机会的重大调解影响。该研究的研究目标在第二个学期开始，当学生遇到其第一个教师的数学课程时，是分析前瞻性教师对数学性质和数学学习的信念。学生问卷由国际研究中使用的调查问卷组成，旨在验证调查问卷受访者给出的答案的少数数学项目。结果揭示了学生的自主信仰与他们用于回应数学项目的方法之间的差异。这些调查结果指出了在初始教师教育中提供特定学习机会，以帮助未来教师开发一致的教学和一致的专业信仰的数学知识。

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    Slagjana Jakimovik;

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  • 年度 2018
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  • 正文语种 eng;rus;fra/fre;sr
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