Диссертация (1136638), страница 27
Текст из файла (страница 27)
Moller(Eds.) // The life and work of teachers. – London: Falmer Press, 2000. – P. 146–159.90.Lave, J. Cognition in practice: Mind, mathematics, and culture ineveryday life. – Cambridge, UK: Cambridge University Press, 1988. – 214 p.91.Lave, J., Wenger, E. Situated learning legitimate peripheralparticipation. – New York, NY: Cambridge University Press, 1991. – 138 p.92.Lee, J.
E. Prospective elementary teachers’ perceptions of real-lifeconnections reflected in posing and evaluating story problems // Journal ofMathematics Teacher Education. – 2012. – Vol. 15. – P. 429–452.93.Lehman, D.R., Nisbett, R.E. A longitudinal study of the effects ofundergraduate training on reasoning // Developmental psychology. – 1990. – Vol.26. – No.6.
– P. 952–960.94.Lombaerts, K., De Baker, F., Engels, N., Van Braak, J., Athanasou, J.Development of the self-regulated learning teacher belief scale // European Journalof Psychology of Education. – 2009. – Vol. 24. – No.1. – P. 79–96.95.Martin, M.O., Mullis, I.V.S. (Eds.) Methods and procedures in TIMSSand PIRLS 2011. – Chestnut Hill, MA: TIMSS & PIRLS International StudyCenter, Boston College, 2012.96.Mason, L., Scrivani, L. Enhancing students’ mathematical beliefs: Anintervention study // Learning and Instruction. – 2004. – Vol. 14. – P. 153–176.97.Meirink, J. A., Meijer, P.C. Verloop, N., Bergen, T.C.M.Understanding teacher learning in secondary education: the relations of teacher158activities to changed beliefs about teaching and learning // Teaching and TeacherEducation. – 2009. – Vol. 25.
– No.1. – P. 89–100.98.Mosvold, R. Mathematics in everyday life – a study of beliefs andactions. - PhD-thesis. – Bergen: University of Bergen, 2006.99.NCTM (National Council of Teachers of Mathematics). Principles andStandards for School Mathematics. – Reston, 2006.100.Niss, M. Reflections in the state and trends in research on mathematicsteaching and learning: From here to utopia / F. Lester (Ed.) // Second handbook ofresearch on mathematics teaching and learning.
– Charlotte, NC: Information AgePublishing, 2007. – P. 1293–1312.101.Pais, A. An ideology critique of the use-value of mathematics. //Educational Studies in Mathematics. – 2013. – Vol. 84. – No.1. – P. 15–34.102.Palm, T. Word problems as simulations of real-world situations: Aproposed framework // For the Learning of Mathematics. – 2006.
– Vol. 26. –No.1. – P. 42–47.103.Parchmann, I., Grasel, C., Baer, A., Nentwig, P., Demuth, R., Ralle,B., et al. ‘‘Chemie im Kontext’’: A symbiotic implementation of a context-basedteaching and learning approach // International Journal of Science Education. –2006. – Vol. 28. – P. 1041–1062.104.Peterson P.L., Fennema E., Carpenter T.P, Loef M.F. Teachers’pedagogical content beliefs in mathematics // Cognition and Instruction. – 1989. –Vol.
6. – No.1. – P. 1–40.105.Pilot, A, Bulte, AMW. The use of ‘‘contexts’’ as a challenge for thechemistry curriculum: its successes and the need for further development andunderstanding // International Journal of Science Education. – 2006. – Vol. 28. – P.1087–1112.106.PISA 2012 Assessment and Analytical Framework: Mathematics,Reading, Science, Problem Solving and Financial Literacy. – OECD Publishing,2013. – 264 p.159107.PISA 2012 Technical Report, PISA.
– OECD Publishing, Paris, 2014.– 450 p.108.RMERC. The Curriculum for the 10-year Compulsory School inNorway, Oslo: The Royal Ministry of Education, Research and Church Affairs. –1999.109.Rosales, J., Vicente, S., Chamoso, J.M., Munez, D., Orrantia J.Teacher-student interaction in joint word problem solving. The role of situationaland mathematical knowledge in mainstream classrooms // Teaching and TeacherEducation. – 2012. – Vol. 28.
– P. – 1185–1195.110.Rose, D. E. Context-based learning / N. Seel (Ed.) // Encyclopedia ofthe sciences of learning. – New York: Springer US, 2012. – P. 799–802.111.Ross, J. A., McDougall, D., & Hogaboam-Gray, A. Research onreform in mathematics education, 1993–2000 // Alberta Journal of EducationalResearch. – 2002. – Vol. 48. – P. 122–138.112.Schliemann, A. D., Magalhaes, V.
P. Proportional reasoning: Fromshopping to kitchens, laboratories, and, hopefully, schools. / G. Booker, P. Cobb,& T. Mendicuti (Eds.) // Proceedings of the XIV PME Conference. Oaxtepec,Mexico: International Group for the Psychology of Mathematics Education. –1990.
– Vol. 3. – P. 67–73.113.Schoenfeld, A. On mathematics as sense-making: an informal attackon the unfortunate divorce of formal and informal mathematics. / J. Voss, D.Perkins, & J. Segal (Eds.) // Informal reasoning and education. – Hillsdale, NJ,USA: Lawrence Erlbaum Associates, 1991. – P. 311–343.114.Schraw, G., Dunkle, M. E., & Bendixen, L. D. Cognitive processes inWell-Defined and Ill-Defined problem solving // Applied Cognitive Psychology. –1995. – Vol. 9. – P.
523–538.115.Selter, C. How old is the captain? // Strategies. – 1994. – Vol. 5. –No.1. – P. 34–37.160116.Silver, E.A., Smith, J.P. Think of a relation problem / S. Krulik andR.E. Reys (Eds.) // Problem Solving in School Mathematics. – NCTM, Reston,Virginia, 1980. – P. 146–156.117.Spiro, R., Feltovich, P., Jacobson, M., & Coulson, R. Cognitiveflexibility, constructivism, and hypertext: Random access instruction for advancedknowledge acquisition in ill-structured domains // Educational Technology. –1991. – Vol. 31. – No. 5.
– P. 24–33.118.Stech, S. School mathematics as a developmental activity / A. Watson& P. Winbourne (Eds.) // New directions for situated cognition in mathematicseducation. – New York: Springer, 2008. – P. 13–30.119.Stipek D., Givvin K., Salmon S. M., MacGyvers V. Teachers’ beliefsand practices related to mathematics instruction // Teaching and teacher education.– 2001.
– Vol. 17. – No. 2. – P. 213–216.120.Stipek, D., Salmon, J., Givvin, K., Kazemi, E., Saxe G. & MacGyvers,V. The value (and convergence) of practices suggested by motivation research andpromoted by mathematics education reformers // Journal of Research inMathematics Education. – 1988. – Vol. 29. – P. 465–488.121.Suydam, M.N. Untangling clues from research on problem solving / S.Krulik and R.E. Reys (Eds.) // Problem Solving in School Mathematics: 1980Yearbook.
– NCTM, Reston, Virginia, 1980. – P. 34–50.122.Tedesco, J. C. Enhancing the role of teachers / C. Day, D. van Veen,& S. Wong-Kooi (Eds.) // Teachers and teaching: International perspectiveson school reform and teacher education. – Leuven and Apeldoorn: Garant, 1997.123.Thompson, A.G. Teachers beliefs and conceptions: a synthesis of theresearch / D.A. Grouwns (Ed.) // Handbook of Research on mathematics Teachingand Learning. – New York: Macmillan, 1992. – P. 121–146.124.Treffers, A. Three Dimensions.
A Model of Goal and TheoryDescription in Mathematics Instruction. – The Wiskobas Project. – ReidelPublishing Company, Dordrecht, The Netherlands, 1987. – 352 p.161125.Treffers, A. Wiskobas and Freudenthal: Realistic mathematicseducation // Educational Studies in Mathematics. – 1993. – Vol. 25. – No.89. – P.89–108.126.Van de Vijver, FJ.R., Hutschemaekers, G.J.M.
(Eds.)Theinvestigation of culture: Current issues in cultural psychology. – Tilburg,Netherlands: Tilburg University Press, 1990.127.Van den Heuvel-Panhuizen, M. Mathematics education in theNetherlands: A guided tour. Freudenthal Institute Cd-rom for ICME9. – Utrecht:Utrecht University, 2000.
– 32 p.128.Van Zoest, L. R., Bohl, J. V. Mathematics teacher identity: Aframework for understanding secondary school mathematics teachers’ learningthrough practice // Teacher Development: An International Journal of Teachers’Professional Development. – 2005. – Vol. 9. – P. 315–345.129.VanderStoep, S. W., Shaughnessy, J. J. Taking a course in researchmethods improves reasoning about real-life events // Teaching of Psychology. –1997. – Vol.24. – P. 122–124.130.Verschaffel, L., De Corte, E., Lasure, S., Van Vaerenbergh, G.,Bogaerts, H., Ratinckx, E. Design and evaluation of a learning environment formathematical modelling and problem solving in upper elementary school children// Mathematical Thinking and Learning.
– 1999. – Vol. 1. – No.3 – P. 195–229.131.Verschaffel, L., Greer, B., De Corte, E. Making sense of wordproblems. – The Netherlands: Swets & Seitlinger, 2000. – 224 p.132.Walkington, J. Becoming a teacher: Encouraging development ofteacher identity through reflective practice // Asia-Pacific Journal of TeacherEducation. – 2005. – Vol. 33. – No.1. – P. 53–64.133.Watanabe, M., Nunes, N., Mebane, S., Scalise, K., Claesgens, J.“Chemistry for all, instead of chemistry just for the elite”: lessons learned fromdetracted chemistry classrooms // Science Education. – 2007.
– Vol.91. – P. 683–709.162134.Watanabe, R., Ischinger, B. Learning Mathematics for Life: APerspective from PISA. – Organisation for Economic Co-operation andDevelopment, 2009. – 245 p.135.Winter, J. Personal, spiritual, moral, social and cultural issues inteaching mathematics / P. Gates (Ed.) // Issues in Mathematics Teaching. –London, Routledge Falmer, 2001. – P. 197–213.136.Wu, M. Comparing the Similarities and Differences of PISA 2003 andTIMSS. OECD Education Working Papers.
– OECD Publishing, 2010. – No. 32.163Приложение 1Учебная деятельность на уроках математикиВремя, минуты01020Учитель 95405045Учитель 3517.5Учитель 83Учитель 1320484.517.5121225416.511.5Учитель 4226.533.5Учитель 3211.529.5Учитель 4112Учитель 127Учитель 82 0.563Учитель 819.51.5Учитель 717.58108341.510568.544226136138.528.5123Учитель 973.5131012.5Учитель 62113.52.5111.55.515Учитель 932.5421Учитель 52Учитель 913030.5624137Другие виды деятельности1016Решение задач в классеРаспределение видов учебной деятельности на уроках математики с указанием совокупного количества минут, отведенных на каждый виддеятельности.