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新西兰教育学论文代写:儿童数学教育工作者

正是在这方面,儿童数学教育工作者应该在教育体系中建立必要的基础。这对于幼儿数学教育中的职前教师和在职教师如何处理和评价他们的教学能力和教学方法具有重要意义。然而,在幼儿数学教育中,职前教师与在职教师对数学发展与信念是否具有显著的相同知识,尚不确定。因此,重要的是要评估他们对发展的知识和信念,以便在必要的情况下,如果有必要调整他们的技能、知识和信念水平,能够提出明确的理由。尽管Platas(2008)基于幼儿数学发展的知识和幼儿课堂数学教与学的信念对幼儿教师进行了比较,但职前教师与在职幼儿教师在这方面并没有进行比较。研究者认为这一研究空白需要被填补,因为未来和现在的教师的知识和信念将不可避免地对幼儿数学知识的发展产生影响。确定在职教师的教学经验是否影响了他们对数学知识发展和信念的知识和信念,或者是否与在职教师保持一致,这将是一件有趣的事情。因此,本研究将分析并回顾在职教师与职前幼儿园教师对数学知识发展与信念的理解.

新西兰教育学论文代写:儿童数学教育工作者

It is in this regard that early childhood educators in mathematics should create the basic foundation required in the education system. This can significantly create meaningful understanding on how pre-service teachers and in-service teachers in early childhood education for mathematics should handle and evaluate their teaching abilities and methods. However, it remains uncertain whether pre-service teachers and in-service teachers in early childhood education for mathematics have significantly the same knowledge of mathematical development and belief. Thus, it is important to evaluate their knowledge of development and belief about it so as to come up with a clear justification if there is a need to align their level of skills, knowledge and beliefs if necessary.Even though Platas (2008) was able to compare early childhood teachers based on their knowledge of early mathematical development and beliefs about mathematics teaching and learning in the preschool classroom, there was no comparison done between pre-service and in-service preschool teachers in this regard. The researcher believes that this research gap needs to be filled since future and current teachers’ knowledge and beliefs will inevitably create an impact in young children’s mathematical knowledge development. It would be interesting to determine if experience in teaching of in-service teachers have affected their knowledge and beliefs on mathematical knowledge development and beliefs or if they remain the same as their pre-service counterparts. Hence this study will analyze and review in-service teachers’ and pre-service preschool teachers’ understanding on mathematical knowledge development and beliefs

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