ABSTRACT

Mathematics teacher training is intended to inculcate teaching skills for success in all learning levels. The aim of this study is to examine the questions: Which factors contribute to the successful assignment of teachers to learning levels? Can teachers teach all levels or only some? The findings should help to clarify which factors to consider for the proper assignment of teachers. Three hundred and twelve academic mathematics teachers were asked about their suitability to teach low and high levels of mathematics, feelings of teaching efficacy, attitudes toward high- and low-achieving students and efficacy and preferences in teaching underachievers. Extensive information was collected about their mathematics education. As most high school students are tested at the low level, most mathematics teachers are assigned to this level. Many more mathematics teachers feel suited to teach the high level rather than the low level. Factors explaining the success of teachers in the various levels were assessed. Academic educational level was not among the factors. The hypothesis is examined that new ways of thinking are required for developing teacher efficacy for lower mathematics levels. It is doubtful whether solely expanding teachers’ academic education will attain this objective. Principals are offered educational considerations for the optimal assignment of teachers.

摘要

数学教师培训旨在灌输在所有学习水平上取得成功的教学技能。本研究的目的是检验以下问题：哪些因素有助于成功地将教师分配到学习水平？教师可以教授所有级别的课程还是只教授一些级别？调查结果应有助于澄清在正确分配教师时应考虑哪些因素。312 名学术数学教师被问及他们是否适合教授低水平和高水平的数学、教学效果的感受、对高和低水平学生的态度以及对低水平学生的教学效率和偏好。收集了有关他们数学教育的大量信息。由于大多数高中生的考试都是低水平的，因此大多数数学老师都被分配到这个水平。更多的数学老师觉得适合教授高水平而不是低水平。评估了解释各级教师成功的因素。学历教育水平不在影响因素之列。研究假设需要新的思维方式来培养较低数学水平的教师效能。单纯扩大教师的学历教育能否达到这一目标，值得怀疑。为校长提供教育方面的考虑，以优化教师的分配。研究假设需要新的思维方式来培养较低数学水平的教师效能。单纯扩大教师的学历教育能否达到这一目标，值得怀疑。为校长提供教育方面的考虑，以优化教师的分配。研究假设需要新的思维方式来培养较低数学水平的教师效能。单纯扩大教师的学历教育能否达到这一目标，值得怀疑。为校长提供教育方面的考虑，以优化教师的分配。