传统数学一直是教师主导的学科。根据所罗门和布莱克（2008，P，76）数学，也许比其他科目遭受了’粉笔和谈话’的方法。他们暗示学生相信数学中只有一种获得正确答案的方法，这就是老师的方法。然而，这意味着，虽然，孩子们会知道如何影响数学作业，他们就没有这一概念的理解和应用能力在数学课堂（注塑机，1987）。在数学教育领域近年来的改革试图对抗这种促进课堂讨论的作用，支持孩子的学习。全国算术策略的介绍（NNS）1999显示了在数学教学中的一个显着的变化，无论是在其重点和教学实践方面（Pratt，2006）。这意味着计算每天的课的到来，这三部分课程介绍（口头/精神起动器，主，次），更重要的是这篇文章的目的，其中的关键原则是网络的直接教学和口语互动与全班、组
澳洲计算机科学论文代写:传统数学
Traditionally mathematics has been a teacher-led subject. According to Solomon and Black (2008, p. 76) mathematics, ‘Perhaps more than other subjects has suffered from the ‘chalk and talk’ approach’. They imply that pupils believed there was only one way of obtaining a correct answer in mathematics and this would be the teacher’s way. However, this meant that although children would know how to effect a mathematical operation, they would not have an understanding of the concept and an ability to apply it outside the maths classroom (Pimm, 1987). Recent reform in the field of mathematics education has tried to counter this and promote the role of classroom discussion in supporting children’s learning.The introduction of the National Numeracy Strategy (NNS) in 1999 signaled a significant change in the teaching of mathematics, both in terms of its focus and its pedagogical practice (Pratt, 2006). It meant the arrival of the daily numeracy lesson, the introduction of the three part lesson (oral/mental starter, main, plenary) and, more importantly for the purpose of this essay, one of the key principles of the NNS is ‘direct teaching and interactive oral work with the whole class and groups’
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