Interesting and difficult mathematical problems: changing teachers’ views by employing multiple-solution tasks
Interesting and difficult mathematical problems: changing teachers’ views by employing multiple-solution tasks
复制标题
有趣又困难的数学问题：通过多解任务改变老师的看法
DOI：
10.1007/s10857-012-9210-7
复制
发表时间：
2013
影响因子：
2.1
通讯作者：
R. Leikin
中科院分区：
文献类型：
--
作者：
R. Guberman;R. Leikin
该研究认为数学问题的解决是数学教学的核心，而数学挑战是任何教育过程的核心要素。研究设计解决了教师知识的复杂性。它的目的是探索教师的数学和教学概念的发展与系统地使用多解决方案任务（MSTs）在未来的数学教师（pmt）的“问题解决”课程。我们对教师数学概念的关注主要集中在pmt解决问题能力的发展上。我们对教师的元数学和教学概念的关注主要集中在教师对数学任务的兴趣水平和难度水平的看法的变化上。我们区分了课程中整合的系统化和工艺化的专业发展模式。系统模式包括解决问题的会议和集体解决方案空间的反思性讨论。手工模式包括采访在校学生。该研究证明了MSTs对pmt专业发展的有效性。
The study considers mathematical problem solving to be at the heart of mathematics teaching and learning, while mathematical challenge is a core element of any educational process. The study design addresses the complexity of teachers’ knowledge. It is aimed at exploring the development of teachers’ mathematical and pedagogical conceptions associated with systematic employment of multiple-solution tasks (MSTs) in a “problem-solving” course for prospective mathematics teachers (PMTs). Our attention to teachers’ mathematical conceptions focused on the development of PMTs’ problem-solving competences. Our attention to teachers’ meta-mathematical and pedagogical conceptions focused on changes in teachers’ views concerning the level of interest and level of difficulty of the mathematical tasks. We differentiated between the systematic and craft modes of professional development integrated in the course. Systematic mode involved problem-solving sessions and reflective discussions on collective solution spaces. Craft mode involved interviewing school students. The study demonstrates the effectiveness of MSTs for PMTs’ professional development.