The Integration Strategy of Class Teacher Management and Mathematics Teaching

The professional and moral education of high school mathematics teachers will make classroom management work better,but their work pressure will also lead to classroom management problems.To do a good job in high school class teacher management and organically integrate it with mathematics teaching,we need to start from two aspects:mathematics teaching class teachers and class teacher work teaching,and penetrate mathematical thinking into daily classroom management,moral education,and classroom culture construction.Based on the attributes of the subject,we guide high school students to reflect after class to stimulate their self-management initiative through the cultivation of qualified class representatives.In addition,it is necessary to skillfully resolve classroom generative problems,change the roles of teachers and students,and integrate classroom management with mathematics teaching.

Pre-service Early Childhood Teachers’Attitude Towards Mathematics:A Jamaican Inquiry

The purpose of the study was to evaluate Jamaican early childhood pre-service teachers’attitudes towards mathematics.The study is designed according to the quantitative survey model in the descriptive type.In this study,a modified version of the Fennema-Sherman mathematics attitude scale was used to measure the mathematics attitude of 144 early childhood pre-service teachers in four different categories of the attitude scale(mathematics usefulness,confidence in learning mathematics,mathematics anxiety,and mathematics motivation).The data were collected from participants in the five teachers’colleges that offer the early childhood education program in Jamaica.The findings revealed that Jamaican early childhood pre-service teachers generally have a more positive attitude towards mathematics.A comparison among the different year groups revealed that a significantly greater percentage of the Year two group of participants possessed a more positive mathematics attitude than the other year groups.A significantly higher percentage of the Year three group indicated that they do not want to teach the subject in the future.The findings have implications for the teaching and learning of mathematics in the early childhood education program in Jamaica and,by extension,the teaching and learning of mathematics at the early childhood level of the education system.

Pre-service Early Childhood Teachers’ Attitude Towards Mathematics: A Jamaican Inquiry

The purpose of the study was to evaluate Jamaican early childhood pre-service teachers’attitudes towards mathematics.The study is designed according to the quantitative survey model in the descriptive type.In this study,a modified version of the Fennema-Sherman mathematics attitude scale was used to measure the mathematics attitude of 144 early childhood pre-service teachers in four different categories of the attitude scale(mathematics usefulness,confidence in learning mathematics,mathematics anxiety,and mathematics motivation).The data were collected from participants in the five teachers’colleges that offer the early childhood education program in Jamaica.The findings revealed that Jamaican early childhood pre-service teachers generally have a more positive attitude towards mathematics.A comparison among the different year groups revealed that a significantly greater percentage of the Year two group of participants possessed a more positive mathematics attitude than the other year groups.A significantly higher percentage of the Year three group indicated that they do not want to teach the subject in the future.The findings have implications for the teaching and learning of mathematics in the early childhood education program in Jamaica and,by extension,the teaching and learning of mathematics at the early childhood level of the education system.

Mathematics Knowledge of Proof in Geometry： Pre-Service Teachers＇ Perspectives

This article is based on research on pre-service teachers＇ perspectives on their mathematics knowledge of proof in geometry. The study was framed using tile mathematical knowledge for teaching framework. This qualitative study employed the use of a task-based worksheet, focus group sessions and semi-structured individual interviews. The task-based worksheet was completed by 180 pre-service mathematics teachers （second, third and fourth year mathematics education students）. Pre-service mathematics teachers are student teachers who have not yet completed their training to become teachers. After the analysis of the task-based worksheet, 20 participants were invited to participate in focus group sessions and individual interviews. The findings of the study reveal that the participants possess peripheral mathematics knowledge of proof in geometry. The study aims at assisting pre-service teachers and interested educationists to explore innovative methods of acquiring and imparting mathematics knowledge of proof in geometry. The study proposes possible changes in curriculum at school and university level.

Clinical benefits of rational-emotive stress management therapy for job burnout and dysfunctional distress of special education teachers

It has been observed that managing job burnout and dysfunctional distress constitute part of the major challenges among special educators,and that empirical data on the management of burnout and dysfunctional distress associated with the job of special education teachers are lacking in the literature.The current article discusses the clinical benefits of a rational-emotive stressmanagement therapy program in reducing the level of job burnout symptoms and dysfunctional distress in special education teachers,using evidence from a 2018 clinical trial study that reported the efficacy of this intervention.Results show the clinical benefits and implications of conducting a rational-emotive stress management intervention,and recommendations are made for future research.

Research on Practical Education of Speciality Teachers in Vocational Colleges to Promote Curriculum-based Ideological and Political Education

Curriculum-based ideological and political education is the inevitable requirement of constructing the pattern of ideological and political education in the new era.As the main leader and implementer of curriculum-based ideological and political education in vocational colleges,speciality teachers should take the fundamental task of moral education as the guidance,focus on it through curriculum,promote the organic unity of knowledge teaching,skill improvement and value guidance in the teaching process,and finally form a new ideological and political work mode in line with the requirements of“high-level vocational college and speciality”construction.At present,speciality teachers in vocational colleges have some problems in curriculum-based ideological and political education,which is mainly reflected in some speciality teachers’weak self-consciousness,poor understanding and integration ability.In order to effectively solve the problem,they have to establish the curriculum-based ideological and political education promotion mechanism led by the college Party committee,consolidate the institutional guarantee for speciality teachers in moral education,strengthen their consciousness and awareness,innovate and improve the assessment and evaluation mechanism of their dedicated education.

Special Issue of Mathematical Geosciences for the 33^(rd) IGC

The papers published in this issue are selected from manuscripts submitted by invited authors and most of these papers will be presented at the 33^rd International Geological Congress （33^rd IGC） in Oslo, August 2008. It receives 25 manuscripts and 16 were accepted after going through the journal normal peer reviewing process. The topics of the papers cover various aspects of ＂metallogenic complex processes and mineral resource quantitative assessment＂, one of the strategic research areas of the State Key Laboratory of Geological Processes Resources （GPMR） sponsored by the Science and Technology and the and Mineral Ministry of Ministry of Education of China. Researches in the area are also supported by the National Natural Science Foundation and Ministry of Land and Resources of China as well as by mining companies. Thanks are due to these funding programs and organizations for supporting the research activities of GPMR. Sincere thanks are due to those who have reviewed the manuscripts and provided critical comments and even English editing of some of the papers. We are very appreciated for the assistance of the editorial office especially Professor Wang, the editor-in-chief, Ms. Yuan and many others who have worked hard to make this issue be printed before the event of 33^rd IGC. Special thanks are given to Professor Xie Shuyun, Xu Deyi and Tali Neta and many other members in the Geomatics Research Lab of York University for handling the manuscripts during the reviewing processes.

Interactive Mathematics Lessons by Scratch

Scratch is a visual programming tools that is widely used in many lessons. While many of the lessons use thecoding features of Scratch, teachers may also use the interactive features in their lessons. In a course for in-serviceprimary school teachers, on the use of technology for the school-based learning and teaching, teachers had anexperience on how Scratch can be used to facilitate learning. Starting from no programming history, teachers spent3 hours each on 4 topics including Take-Away Model, The Four Operations, Divisibilities, and Area of SimpleFigures, via step-by-step procedures on setting up animations within the theme that would attract students, and withthe interaction responses such as text and sound, they successfully handled the use of Scratch and could design andmake their lessons perfectly to their students. While teachers suggest learning should be extended to the second andthe third classroom, with this easy-to-learn programming language, teachers could now facilitate learning ofstudents by the attractive school-based games, which focus on particular topics the teachers had selected.

Co-teaching:The Challenges and Practice Strategies for Co-teachers

Co-teaching, an approach, provides professional instructions for students with disabilities served by a cooperation by a general education teacher and a special education teacher. This paper offers a brief overview of practical techniques and strategies drawn from different kinds of articles that are designed to support co-teachers as they are working with children and partners.

生成式人工智能支持的教师评语研究:基于初中数学课堂的实践探索

教师评语是形成性评价分析的重要数据来源,但现有教师评语生成的质量在社会性、客观性和个性化方面存在一定的不足,生成式人工智能支持的教师评语为解决该问题提供了可能。生成式教师评语是指教师通过认知诊断技术得到的智能诊断数据与生成式人工智能平台进行交互,从而让生成式人工智能平台模拟教师社会性语言,生成数据驱动的个性化教师评语。在初中数学课堂中的实证研究发现:生成式教师评语有效地提高了学生的自我调节学习能力(Cohen's d=1.08,p=0.000)和学习动机(Cohen's d=0.59,p=0.003),对学生的深度访谈结果表明,生成式评语能作为考试的一种总结反思工具,体现了教师对学生个性化的关注和鼓励。研究结果为人工智能技术助力个性化、精准化教学提供了研究思路,为教育环境中持续评估和改进生成式人工智能技术的使用提供了建议。

高职院校发挥社会服务功能的现实困境及效能优化路径

职教改革背景下社会服务已经成为衡量高职院校办学质量、发展水平的重要指标。当前高职院校社会服务呈现出服务范围地域性明显、服务内容以基础实践为主的特点。针对高职院校社会服务师资综合能力不强、组织执行机制不完善、外部环境支持认可不高等现实困境,应采取组建混编“链上师资团”,打造技能大师工作品牌,创新多元主体社会服务模式;制定“年度社会服务专项规划”,创设专职机构,挑选辅助机构,强化社会服务执行力度;深入工作场景,拓展志愿服务,匹配区域特色优化专业布局,营造良好场域环境,提升高职院校社会服务公众认知度等措施。

新时代复合型特殊教育教师培养的创新实践——以杭州师范大学特殊教育专业为例

“复合型”特殊教育教师是融合教育、教康结合等特殊教育发展趋势下对新时代特殊教育教师培养的要求。在此背景下,杭州师范大学特殊教育专业开始探索高质量复合型特殊教育教师的培养,凝练出“精特教、懂融合、知康复”的培养模式,设置“特殊教育、融合教育、教育康复、教师基本素养”四大主线课程,打造“跨学科教师团队+核心专业教师团队+社会实践教师团队”组成的“三元”师资团队,与特殊教育学校、融合教育学校、康复机构等实施协同教学和评价,构建“全程化、融入式、多样性”的实践体系。

智能时代数学教师CT-MPK理论框架研究

智能技术重塑了教育演进变革样态,教师知识结构亟待更新。为此,文章首先以整合技术的学科教学知识为教师知识结构的核心,以数学教师为研究对象,梳理了智能时代教师知识结构跃迁的脉络,初步廓清了智能时代数学教师知识结构的发展需求。随后,文章引入计算思维知识,构建了智能时代数学教师融入计算思维的数学教学知识(Computer Thinking-Mathematics Pedagogical Knowledge,CT-MPK)理论框架。最后,文章以MPK的社会化为基础,提出CT-MPK理论框架的实践路径,包括多途径融入计算思维实现CT-MK外显化、提供浸润式学习情境引导问题解决实现CT-PK整合化、跨学科知识优化教学实现CT-MPK内在化。CT-MPK理论框架的构建及其实践路径的提出,既有助于更新与扩展数学教师的知识结构,也可为指导数学教师的教学实践提供参考,有助于数学教师更好地适应智能时代的教育变革,推动教育的高质量发展。

特级教师专业核心素养的现状、特点与启示——基于江西省特级教师的调查分析

专业核心素养是衡量特级教师综合素质的重要指标,并对其教育教学质量具有重要影响。通过对江西省218位特级教师的调查发现,特级教师专业核心素养总体处于优秀水平,不同性别、不同年龄、不同教龄、不同学历、任教不同课程与学段,以及是否担任班主任的特级教师在专业核心素养水平上存在差异。特级教师专业核心素养的特点主要体现在:追求平衡发展,专业素养全面;加强品格涵养,提升精神境界;重视文献阅读,知识广博深厚;持续改进教学,教学能力突出;积极投入科研,主动自我反思。特级教师专业核心素养的发展给我们以重要启示:一是内外结合,充分发挥特级教师的示范和引领作用;二是整体强化,全面提升教师的专业核心素养;三是上下联动,为教师的专业发展创设良好的条件。

数学学科大类招生政策的实施现状及提升策略

按学科大类进行招生和根据专业方向实施分流培养,已成为近年来教育改革的关键措施之一,同时也是高等教育机构为适应新高考制度所采取的必要策略。本文主要研究大类招生与专业分流的优势与实施中面临的不足与挑战。针对文本分析,为数学学科大类招生与专业分流提出改进策略。

师范类数学专业“双向设计、聚焦课程、三会四有”专业素质培养体系的构建与实施

在新时代背景下,教师专业发展的重要性愈发显著,其中“一践行三学会”已成为评价教师职业素养的关键指标。师范类专业学生的专业素质培养已成为高师教育的核心组成部分,其重要性不言而喻。然而,目前高师学生在专业素质培养方面仍面临一些挑战,如专业素质培养体系有待进一步优化和完善,教学设计缺乏必要的科学性,教学实践的深度与广度亟待加强。针对上述问题,基于OBE理念,提出了一套师范类数学专业“双向设计、聚焦课程、三会四有”的专业素质培养体系,通过“研-学-训-赛-习”一系列师范生教学能力的培养模式,全面提升学生的专业素养与实践能力。同时,还创新性地提出了“循环学习法”和“分步考核法”,以期进一步推动学生专业素质的全面发展。

活动理论视角下教科书对教师教学的显性与隐性影响研究

基于列扎特“教科书使用”的“四面体”活动模型对教师使用教科书的情况及对教学的影响展开研究.结合研究主题选择了其中3个维度,在此基础上编制调查问卷,对20个省市使用北师大版初中数学教科书的3766名初中数学教师进行调查,分析教师在教学过程中,教科书对其教学设计、教学方式选择以及对学生学习的引导等方面的显性影响,教科书对丰富教师的学科知识、教学知识和跨学科拓展性知识进而对教学产生的隐性影响等.数据分析后得到了相关结论:教科书使用在丰富和拓展教师知识方面有很大的促进作用,因此教科书对教学的隐性影响不容忽视;教师使用教科书在学生学习的各个环节产生不同影响,或显性或隐性,“教科书隐身”存在下教师能够较好地发挥能动性;教科书的使用在性别、教龄和职称等方面有显著差异,同样也体现在教科书培训与否上.

高职高等数学“三教”改革实施路径

高职高等数学改革,应坚持学生的中心地位,坚持教师是根本、教材是基础、教法是途径的原则。针对高职高等数学的教学现状,结合职业教育人才培养目标,以高等数学课程建设为统领,通过提升教师教学能力和素养、优化教学内容、精心设计教学过程,创新性地给出了教师、教材、教法三个方面综合改革的实施路径。通过课程改革,达到提高高职高等数学教学效果的目的,为学生专业学习、掌握技能、职业发展奠定坚实的基础,促进学生全面可持续发展。

数学师范生数学核心素养模型建构与发展路径研究

关注数学师范生的数学核心素养,就是关注“数学教师教育要培养什么样的人”的根本教育问题。为解决这一问题,本研究以扎根理论为方法论指导,对14位大学数学教师进行深度访谈,利用MAXQDA20软件对访谈资料进行整理、编码和统计分析,构建起数学师范生数学核心素养模型。该模型包括数学核心知识、数学关键能力和数学价值观念3个核心要素,以及数学学科知识、数学教学知识、数学学科能力、数学教学能力、数学信念、数学价值观6个子要素。高师院校应将发展数学核心素养作为数学人才培养的根本目标,发展路径包括:基于数学教学知识理论开发素养为本的整合课程、基于协同创新理论建立导向素养发展的教学方式、基于设计思维理论形成促进素养转化的学习过程。