THE KNOWLEDGE OF STUDENTS’ MATHEMATICS LEARNING: A CASE STUDY ON PRE-SERVICE TEACHERS IN A NORMAL UNIVERSITY IN CHINA / 职前教师对学生数学学习知识的掌握——基于某师范院校的研究

Abstract

This study is to provide a better understanding of pre-service teachers’ knowledge of students’ mathematics learning through the rubrics of trigonometric function. Participants are 6 pre-service teachers from a level normal university. The method of TELT is considered in this study to analyze the factors which can have effect on their understanding. The results show that pre-service teachers always take for granted students’ learning and cannot predicate the possible difficulties during their learning and cannot grasp the keystone for breaking through difficulties. It because they cannot know the process of mathematics genesis and development and mathematics essence hidden in the formulas. The results also show that pre-service teachers cannot ascertain the students’ mistakes in cognition. And, without the proficiency of mathematics history, pre-service teachers cannot predict and understand students’ mathematics learning process. 本个研究的目的是为了更好地了解职前教师对学生数学学习的了解。研究对象为来自某高师院校的6名师范生，通过TELT方法，分析了影响师范生对学生数学学习理解的因素。结果表明，职前教师总是把学生的学习心理视为理所当然，不能预测学生在学习过程中可能遇到的困难，不能把握突破困难的重点。究其原因，在于对数学发生发展的过程和隐藏在公式中的数学本质一无所知。研究结果还显示，职前教师无法确定学生错误认知方式的来源。同时，如果不能熟练地掌握应有的数学史知识，职前教师无法预测和确定学生的数学学习心理。 Article visualizations: