论文标题
在印度尼西亚南部苏门答腊的PGRI大学教授真实分析课程的挑战
Challenges in teaching Real Analysis classes at the University of PGRI, South Sumatra, Indonesia
论文作者
论文摘要
本文讨论了我们在教授PGRI大学的数学教育学生的高级本科生真实分析课程中的经验和挑战。我们观察到，课程大纲包含专门从事教育并打算在次要级别教学的学生的主题。传统的讲课方法主要在课堂期间实现，该方法可能会发生一些变化，包括德克萨斯方法（也称为摩尔的方法）和小组引导的发现方法。特别是，后一种方法已成功地为2006年杜米特拉斯库（Dumitraşcu）在新罕布什尔州达特茅斯学院（Dartmouth College）的真实分析班实施。尽管采用一种特定的教学方法是一个真正的挑战，该方法将能够适应许多学生，但现有的教学活动仍然可以改善，并且可以在未来实施更有效的方法。此外，应该为数学教育的听众提供课程内容，以使他们成为数学老师的未来职业。欢迎任何建设性的建议，以改善大学和国家规模的数学教育体系。
This paper discusses our experiences and challenges in teaching advanced undergraduate Real Analysis classes for Mathematics Education students at the University of PGRI (Persatuan Guru Republik Indonesia, Indonesian Teachers Association) Palembang, South Sumatra, Indonesia. We observe that the syllabus contains topics with a high level of difficulty for the students who are specialized in education and intend to teach mathematics at the secondary level. The conventional lecturing method is mainly implemented during the class, with some possible variations of the method, including the Texas method (also known as Moore's method) and the small group guided discovery method. In particular, the latter method has been implemented successfully for a Real Analysis class at Dartmouth College, New Hampshire by Dumitraşcu in 2006. Although it is a real challenge to apply a specific teaching method that will be able to accommodate a large number of students, the existing teaching activities can still be improved and a more effective method could be implemented in the future. Furthermore, the curriculum contents should be adapted for an audience in Mathematics Education to equip them for their future career as mathematics teachers. Any constructive suggestions are welcome for the improvement of our mathematics education system at the university as well as on the national scale.
