Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)

Korean Society of Mathematical Education (한국수학교육학회)
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Study of Behaviors of Teachers' Evaluation Based on Algebra Classrooms

  • Ye, Lijun (College of Mathematics, Hangzhou Normal University) ;
  • Yu, Ping (College of Mathematics, Nanjing Normal University)
  • Received : 2011.10.18
  • Accepted : 2012.12.20
  • Published : 2012.12.31
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Abstract

Through quantitative video analysis of four algebra classes and statistical analysis of various types of teacher evaluation behavior in the classroom teaching, we get: (1) Teacher evaluation behavior in classroom is close to take 1/5 of the total time of the classroom teaching, and it appears most frequently in class exercises and take the longest time; (2) There are many forms of teacher evaluation behavior in classroom, and most of the behaviors are positive assessment; (3) Recognition evaluation is relatively conservative in a single form without losing fairness; (4) Classroom assessments of teachers' behaviors are primarily concerned about students' knowledge and skills mastery, and it is less involved in student feelings, attitudes and behaviors; (5) The correct teacher evaluation behavior in classroom will inspire students to create internal motivations; and (6) The correct teacher evaluation behavior in classroom can stimulate the potential of students.

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References

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