毕业论文文献翻译--探究式教学和学习：最好的数学课研究.docVIP

Inquiry Teaching and Learning: The Best Math Class Study Abstract：This research reports on prospective middle school teachers perceptions of a “best mathematics class” during their involvement in an inquiry-designed mathematics content course. Grounded in the prestigious Glenn Commission report (U.S. Department of Education, 2000), the study examined the prospective teachers perceptions of effective mathematics instruction both prior to and after completing the inquiry course. Pre-essay analysis revealed that students could be grouped into one of two categories: the Watch-Learn-Practice view and the Self as Initiator view. Post-essay analysis indicated that over two thirds of all students involved in the study changed their views of a best math class after the inquiry courses. The Watch-Learn-Practice groups changes focused on developing reasoning skills and learning how one “knows” in mathematics. The Self as Initiator group noted expanded roles for the students, particularly emphasizing the importance of going beyond basic requirements to think deeply about the why and how of mathematics and expanded views of the benefits of group learning. Before Its Too Late, the prestigious Glenn Commission report (U.S. Department of Education, 2000), boldly stated that the economic and democratic foundations of our country are in serious jeopardy unless we produce students who understand and can use fundamental ideas from mathematics. Characterizing todays students as “simply not ‘world-class learners’” (p. 4), Commission Chair Senator John Glenn suggested that the solution to poor student performance rests with the improvement of teaching: “after an extensive review of what is happening in our classrooms, the Commission has concluded that the most powerful instrument for change…lies at the very core of education—with teaching itself” (p. 5). The Commission asserted that teaching must change from the “numbingly predictable” (p. 20) teacher-centered, lecture-dominated approache