The association between mathematics pedagogy and learners' dispositions for university study
The association between mathematics pedagogy and learners' dispositions for university study
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数学教学法与学习者大学学习倾向之间的关系
DOI：
10.1080/01411926.2011.555518
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发表时间：
2012
影响因子：
2.3
通讯作者：
Paul Hernandez
中科院分区：
文献类型：
--
作者：
M. Pampaka;J. Williams;G. Hutcheson;G. Wake;L. Black;P. Davis;Paul Hernandez
我们解决了目前对考试教学的担忧，以及它与进一步学习数学的倾向下降以及大学选择STEM科目的后果的关系。特别是，通过一个混合的研究，包括一个大型的调查样本超过1000名学生和他们的老师，并集中定性的案例研究，我们探讨了“transmissionist”教学实践对学习成果的影响。我们报告的建设和验证的规模来衡量教师的自我报告的教学。然后，我们使用这个措施结合学生的调查数据，并通过回归建模，我们说明了显着的关联教学措施和学生的数学气质。最后，我们讨论了这些结果对数学教育和STEM议程的潜在影响。
We address the current concerns about teaching‐to‐the‐test and its association with declining dispositions towards further study of mathematics and the consequences for choice of STEM subjects at university. In particular, through a mixed study including a large survey sample of over 1000 students and their teachers, and focussed qualitative case studies, we explored the impact of ‘transmissionist’ pedagogic practices on learning outcomes. We report on the construction and validation of a scale to measure teachers’ self‐reported pedagogy. We then use this measure in combination with the students’ survey data and through regression modelling we illustrate significant associations between the pedagogic measure and students’ mathematics dispositions. Finally, we discuss the potential implications of these results for mathematics education and the STEM agenda.