The Power Source of Mathematics Teachers' Teaching Reflection
DOI: 10.23977/aetp.2023.070102 | Downloads: 36 | Views: 629
Author(s)
Cunrong Wang 1, Miaomiao Yang 1, Guangming Zheng 1
Affiliation(s)
1 Division of Mathematics and Artificial Intelligence, Qilu University of Technology (Shandong Academy of Sciences), Jinan, 250353, China
Corresponding Author
Cunrong WangABSTRACT
No matter traditional education or wisdom education, rationality and validity of teaching practice are eternal demands. The rationality and effectiveness of teaching practice are realized in teachers' continuous reflection. Although the social constraint of education determines that teachers' reflection needs various external reinforcement and external support. However, this paper mainly studies the four factors that push mathematics teachers to reflect on teaching, which are educational theory learning, teaching self-evaluation, "problem solving" in mathematics, dialogue and communication among teaching subjects.
KEYWORDS
Teaching reflection, Mathematics teacher, Problem solving, dialogue and communicationCITE THIS PAPER
Cunrong Wang, Miaomiao Yang, Guangming Zheng, The Power Source of Mathematics Teachers' Teaching Reflection. Advances in Educational Technology and Psychology (2023) Vol. 7: 6-10. DOI: http://dx.doi.org/10.23977/aetp.2023.070102.
REFERENCES
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[6] Karen F. Rooney, and Robert B. Kottkamp. Translated by Zheng Dandan. (2007) Reflective Practice of Educators: Promoting Student Learning through Professional Development. Beijing: China Light Industry Press, 208.
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