论文标题
职前数学教师理解模式
Preservice mathematics teachers understanding of mode
论文作者
论文摘要
本文探讨了两个职前数学教师对模式的理解。使用了使用交互式虚拟操纵后的参与者的最初理解和理解。调查结果表明，参与者最初以模式的定义不太有效。讨论了在学习轨迹之后的职前教师发展的理解。
This paper explores two preservice mathematics teachers' understanding of mode. Participants' initial understanding and understanding following use of an interactive virtual manipulative is examined. Findings suggest that participants initially operated with less-effective definitions of mode. Preservice teachers' developed understanding following a learning trajectory is discussed.
