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 DEVELOPING PROSPECTIVE MATHEMATICS TEACHERS’ MATHEMATICAL KNOWLEDGE FOR TEACHING HISTOGRAMS
Tác giả hoặc Nhóm tác giả: Nguyen Thi Ha Phuong, Tran Kiem Minh
Nơi đăng: The 1st International Conference on Innovation in Learning Instruction and Teacher Education - ILITE 1; Số: 1;Từ->đến trang: 344-352;Năm: 2019
Lĩnh vực: Giáo dục; Loại: Bài báo khoa học; Thể loại: Quốc tế
TÓM TẮT
Statistics is a very important topic in the Vietnamese new secondary mathematics curriculum. In this paper, we investigated the progress of prospective mathematics teachers’ mathematical knowledge in the teaching of histograms in statistics. We used the categorisation of mathematical knowledge for teachingdeveloped by Ball and her colleagues (Ball, Thames, & Phelps, 2008) as the main theoretical framework. Regarding the research methodology, we first used a pre-test to evaluate prospective mathematics teachers’ knowledge for teaching histograms in statistics. Then we developed their professional knowledge through a mathematics education course. Finally, we analyzed the progress of prospective mathematics teachers’ knowledge for teaching the histograms, using semi-structured interview as out source of data. The results indicated a lack of professional knowledge by the prospective mathematics teachers in the pre-test, and a positive progress of their knowledge after a training course. We also suggested some necessary changes of the current program of professional development for prospective mathematics teachers in Vietnam.
ABSTRACT
Statistics is a very important topic in the Vietnamese new secondary mathematics curriculum. In this paper, we investigated the progress of prospective mathematics teachers’ mathematical knowledge in the teaching of histograms in statistics. We used the categorisation of mathematical knowledge for teachingdeveloped by Ball and her colleagues (Ball, Thames, & Phelps, 2008) as the main theoretical framework. Regarding the research methodology, we first used a pre-test to evaluate prospective mathematics teachers’ knowledge for teaching histograms in statistics. Then we developed their professional knowledge through a mathematics education course. Finally, we analyzed the progress of prospective mathematics teachers’ knowledge for teaching the histograms, using semi-structured interview as out source of data. The results indicated a lack of professional knowledge by the prospective mathematics teachers in the pre-test, and a positive progress of their knowledge after a training course. We also suggested some necessary changes of the current program of professional development for prospective mathematics teachers in Vietnam.
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