The structure of prospective kindergarten teachers’ proportional reasoning
The structure of prospective kindergarten teachers’ proportional reasoning
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未来幼儿园教师的比例推理结构
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
C. Christou
中科院分区：
文献类型：
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作者：
D. Pitta;C. Christou
Lamon（教分数和比率理解。教师基本知识与教学策略。Lawrence Erlbaum Associates，Mahwah，2005）声称比例推理的发展依赖于各种理解和思维过程。建议的关键组成部分是个人对有理数子结构、单位化、数量和协方差、相对思维、测量和“上下推理”的理解。在这项研究中，我们实证检验了一个理论模型的基础上提出的一个拉蒙（教学分数和比率的理解。教师基本知识与教学策略。Lawrence Erlbaum Associates，Mahwah，2005年），以及一个扩展模型，其中包括解决缺失值比例问题的附加组件。研究对象为238名幼儿园教师。数据在很大程度上为扩展模型提供了支持。这些研究结果使我们能够作出一些第一次推测，未来的幼儿园教师拥有的知识方面的比例推理和类型的过程中，可能会强调他们的教育。
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.