美国明尼苏达论文代写:良好的解决问题
Keywords:美国明尼苏达论文代写
在1章中，研究者如格劳斯和良好的（1989）、（1995）、费伯索耶和范桥（1997）在工作表的使用表示关注。格劳斯和良好的（1989）指出，在教材的良好的解决问题的活动是稀缺的，如果他们不出现，该问题的解决是基于“教材的一部分，是语言的问题”，只需要从学习者选择的计算操作”（60页）。格劳斯和良好的（1989）主张必须给予学生足够的时间讨论另一个问题，解决一个问题来描述自己的尝试。费伯和范桥（1997）认为，商业买学习资料往往不以年轻学生的数学概念、知识经验的认知、技能和态度，“倾向于减少自主：教师决定的问题，有多少是必须解决的时候，不管答案是对还是错”（109页）。索耶（1995）补充说，过分依赖工作簿的数学教学是教师与内容的不安全感的反映（索耶，1995，p. 141）。为了解决教师在数学教学中缺乏信心，索耶（1995）强调绘制有效的在职培训和继续支持的重要性，使他们的知识和理解的基础，在数学教学中的信心可以批准”（203页）。索耶（1995）指出，教师对“不熟悉的内容，新的教学和评估策略，所需的文书工作和记录的数量，增加压力和由此产生的压力”的感情和关注不能忽视（第七页）。
美国明尼苏达论文代写:良好的解决问题
In Chapter 1, researchers such as Grouws and Good (1989), Sawyer (1995), and Faber and Van Staden (1997) express their concern regarding the use of worksheets. Grouws and Good (1989) point out that good problem-solving activities in text books are scarce and if they do occur, the problem solving is based on a section of the "textbook that deals with verbal problems" and require only from the learner "to select a computational operation" (p. 60). Grouws and Good (1989) advocate that enough time must be granted to learners to discuss problems with one another and to describe their own attempt at solving a problem. Faber and Van Staden (1997) argue that commercially bought learning materials often do not take cognisance of the young learner's prior experience of mathematical concepts, knowledge, skills and attitudes and "tend to reduce autonomy: teachers decide on the problems, how many are to be tackled and when, and whether the answers are right or wrong" (p. 109). Sawyer (1995) adds that the over-reliance on workbooks to teaching mathematics is a reflection of teachers' insecurities with the content (Sawyer, 1995, p. 141). In order to counteract teachers' lack of confidence in teaching mathematics, Sawyer (1995) stresses the importance of rendering effective in-service training and continuing support, "so that their knowledge and understanding base and their confidence in teaching mathematics can be approved" (p. 203). Sawyer (1995) points out that the feelings and concerns of teachers regarding "unfamiliar content, new teaching and assessment strategies, the amount of required paperwork and record keeping, and increasing pressures and resultant stress" cannot be ignore (p. vii).
