根据国家数学教师委员会的说法，幼儿数学教育的质量在儿童理解可能困难的数学概念方面起着重要的作用(Loop, 2009)。虽然有很多关于学前数学教学模式的研究，但是对于数学教师如何看待幼儿如何学习数学，甚至如何根据幼儿的发展水平进行教学的研究还比较少。目前的研究从Platas(2008)题为“测量教师对早期数学发展的知识及其对学前数学教与学的信念”的研究中获得了很多灵感和想法。Platas利用已开发和验证的调查工具和统计分析，能够测量幼儿教师在学前课堂中对早期数学发展的知识和对数学教与学的信念(2008)。幼儿教师对数学教学的年龄适度性、数学知识生成的课堂轨迹、数学与社会情感发展的关系以及提供教学的舒适度的知识信念存在显著差异。研究中使用的工具对未来的数学教师的培养和当前数学教育工作者的专业发展都有一定的帮助。
澳洲南澳作业代写:幼儿数学教育
According to the National Council of Teachers of Mathematics, the quality of mathematical education in early childhood plays an important part in the child’s understanding of possibly difficult math concepts (Loop, 2009). Although there had been many studies pertaining to patterns of mathematical teaching in preschool, there is a lack of research on how teachers of Math perceive how young children learn Math and even what to teach in accordance to the developmental level of their learners.This current study draws much inspiration and idea from the work of Platas (2008) entitled “Measuring Teachers’ Knowledge of Early Mathematical Development and their Beliefs about Mathematics Teaching and Learning in the Preschool Classroom”. Platas was able to measure the knowledge of early mathematical development and beliefs about mathematics teaching and learning in the preschool classroom of preschool teachers using developed and validated survey instruments and statistical analysis (2008). There was a significant variation in the knowledge and beliefs of early childhood teachers on age-appropriateness of math instruction, classroom locus of generation of mathematical knowledge, math versus socio-emotional development and the comfort level in providing the instruction. The instrument used in the research has been found to be helpful for the preparation of prospective Math teachers as well as for the professional development of current Math educators.
