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Teaching patterns and learning quality in Swiss and German mathematics lessons

被引：49
|
作者：
Hugener, Isabelle [1 ]
Pauli, Christine [1 ]
Reusser, Kurt [1 ]
Lipowsky, Frank [2 ]
Rakoczy, Katrin [3 ]
Klieme, Eckhard [3 ]
机构：
[1] Univ Zurich, Inst Educ, CH-8032 Zurich, Switzerland
[2] Univ Kassel, D-34109 Kassel, Germany
[3] German Inst Int Educ Res DIPF, D-60486 Frankfurt, Germany
来源：
LEARNING AND INSTRUCTION | 2009年 / 19卷 / 01期
关键词：
Teaching patterns; Mathematics instruction; Video analysis; Students' perceptions; Mathematical achievement; SOCIOMATHEMATICAL NORMS; STUDENTS; INSTRUCTION; EMOTIONS; AUTONOMY;
D O I：
10.1016/j.learninstruc.2008.02.001
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Based on a coding of 39 videotaped three-lesson units on the introduction to the Pythagorean Theorem. three teaching patterns were identified: lecturing. developing based on a problem. and discovery based on a problem. The analysis showed no effect of the teaching patterns on student achievement. whereas effects were discovered on students' perceived learning quality. The discovery teaching pattern had negative effects on the emotional quality of learning. However, this pattern exhibited high degree of externally rated cognitive activation. The lecturing approach to the introduction to the Pythagorean Theorem supported Students' self-perceived understanding. (C) 2008 Elsevier Ltd. All rights reserved.
引用
收藏
页码：66 / 78
页数：13
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