摘要
概率是中国中小学课程的重要组成部分.学生对概率的学习往往存在诸多困难,这也使得教师面临许多挑战.教师要学会诊断和利用学生在不同情境中出现的错误,帮助学生更好地认识和理解概率.通过设计一个有关概率的情境问题,对48名职前数学教师的数学教学知识进行了测试,结果表明:(1)尽管职前教师都能求出情境中的概率,但是仅有少数能真正解释学生的错误;(2)职前教师对学生错误的解释,会直接影响他们教学设计的水平.
Probability is an important content in primary and secondary school mathematics curriculum. When students learn it, there are many difficulties. This phenomenon is a challenge for all mathematics teachers. Teachers should learn to diagnose and make use of their students’ errors and mistakes, which could be as significant opportunities to promote them to understand probability. In this study, 48 preservice mathematics teachers were investigated with a design task, and the results shows that:(1) all preservice teachers solved mathematical problem well, but only a few could make conceptual explanation the student’ error in the task;(2) preservice teachers instructional strategies completely depended on how they interpreted student error.
出处
《数学教育学报》
CSSCI
北大核心
2015年第3期28-34,共7页
Journal of Mathematics Education
基金
全国教育科学“十二五”规划课题——基于PCK结构框架的数学课例分析模式研究(DHA120241)
关键词
职前教师
数学教学知识
概率
preservice teacher
mathematics knowledge for teaching
probability
