The Shallow Teaching Syndrome in School Mathematics - towards practical ways that will engage students more deeply

学校数学中的浅薄教学综合症——寻求更深入地吸引学生的实用方法

• 批准号: DP0772787
• 负责人: Em/Prof Kaye Stacey
• 金额: $ 7.19万
• 依托单位: The University of Melbourne
• 依托单位国家: 澳大利亚
• 项目类别: Discovery Projects
• 财政年份: 2008
• 资助国家: 澳大利亚
• 起止时间: 2008-01-01 至 2009-12-31
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/DP0772787
• 关键词: Shallow; Teaching; Syndrome; Mathematics; towards

Australian governments have made considerable investment in international comparative studies of student achievement in mathematics. One of the findings is that an average Australian lesson exhibits the 'shallow teaching syndrome', having relatively lower complexity, higher repetition and less mathematical reasoning than high-achieving countries. This project will interview curriculum leaders and textbook writers, and analyse both traditional textbook and innovative curriculum materials. This will help to understand the reasons for the syndrome and recommend practical ways in which lessons that engage students more deeply, can be encouraged.

澳大利亚政府在学生数学成绩的国际比较研究方面投入了大量资金。 其中一个发现是，澳大利亚的平均课程表现出“浅教学综合征”，与高成绩国家相比，复杂性相对较低，重复性较高，数学推理较少。本项目将采访课程负责人和教科书编写者，并分析传统教科书和创新课程材料。这将有助于理解综合症的原因，并推荐实用的方法，鼓励学生更深入地参与课程。