An Investigation of Prospective Elementary Teachers’ Argumentation from the Perspective of Mathematical Knowledge for Teaching and Evaluating
An Investigation of Prospective Elementary Teachers’ Argumentation from the Perspective of Mathematical Knowledge for Teaching and Evaluating
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数学知识教学与评价视角下未来小学教师的论证情况调查
DOI：
10.1007/978-3-319-68342-3_11
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Uno Katsuhiro
中科院分区：
文献类型：
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作者：
Shinno Yusuke;Yanagimoto Tomoko;Uno Katsuhiro
本研究旨在探讨未来国小教师与论辩相关的数学过程知识。为了实现这一目标，我们重点关注准教师的数学论证，作为教师教学所需数学知识的一个关键方面。在数学知识的教学框架中，我们特别关注“过程知识”而不是“内容知识”。这项研究涉及日本一所国立大学的136名未来教师，他们执行了一项任务，要求对一个现实问题的几个不正确的解决方案进行评估。结果表明，大多数准教师在评价或评估儿童的不正确的解决方案有困难。这项研究有助于该领域的概念和方法的水平。关于概念框架，我们建议教师的过程知识在教学和评价中的重要性，特别是在有关数学论证，关于方法，我们创造了一种方法来帮助参与者注意到儿童的不完整的思维。
The purpose of this study is to investigate prospective elementary school teachers’ mathematical process knowledge related to argumentation . To achieve this, we focus on prospective teachers’ mathematical argumentation as a key aspect of the mathematical knowledge teachers need for teaching. By referring to the framework of mathematical knowledge for teaching , we pay special attention to “process knowledge” instead of “content knowledge.” The study involves 136 prospective teachers at a national university in Japan who performed a task requiring the evaluation of several incorrect solutions to a realistic problem . The results show that most prospective teachers have difficulties in evaluating or assessing children’s incorrect solutions. This study contributes to the field on a conceptual and a methodological level. Regarding the conceptual framework, we suggest the importance of teachers’ process knowledge in teaching and evaluating, particularly in relation to mathematical argumentation and, regarding methodology, we create a way to help participants notice children’s incomplete thinking.