An Examination of Preservice Teachers’ Capacity to Create Mathematical Modeling Problems for Children
An Examination of Preservice Teachers’ Capacity to Create Mathematical Modeling Problems for Children
复制标题
职前教师为儿童创造数学建模问题能力的检验
DOI：
10.1177/0022487117697636
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发表时间：
2017
影响因子：
3.9
通讯作者：
H. Wessels
中科院分区：
文献类型：
--
作者：
Catherine Paolucci;H. Wessels
本研究旨在探讨小学一至三年级数学教师创设数学模型问题的能力。PST创建MMP为他们选择的年级水平，并调整他们的MMP的数学内容与相关的数学课程。PST的标准改编自Galbraith的MMP设计原则，以指导他们的工作。这些标准，然后被用来评估由此产生的MMPs，导致相关的两个领域的数学教师教育，以及幼儿MMPs的设计和评价的调查结果和影响。结果凸显了为更高年级制造问题的倾向，以及对CST对课程内容的熟练程度及其为特定内容领域创建MMP的能力的担忧。研究结果有助于一个重要的国际对话，需要进一步研究和开发的资源，旨在支持数学建模在幼儿数学教育的整合。
This study examined preservice teachers’ (PSTs) capacity to create mathematical modeling problems (MMPs) for grades 1 to 3. PSTs created MMPs for their choice of grade level and aligned the mathematical content of their MMPs with the relevant mathematics curriculum. PSTs were given criteria adapted from Galbraith’s MMP design principles to guide their work. These criteria were then used to evaluate the resulting MMPs, leading to findings and implications relevant to two areas—mathematics teacher education, and the design and evaluation of MMPs for young children. Results highlight an inclination toward creating problems for higher grade levels as well as concerns regarding both the PSTs’ proficiency with the curriculum content and their capacity to create MMPs for particular content areas. Findings contribute to an important international conversation about the need for further research and development of resources aimed at supporting the integration of mathematical modeling in early childhood mathematics education.