Mathematics Field Experience Design: The Role of Teaching Experiments and Lesson Study One Year Later During Student Teaching

Julie M. Amador, Enrique Galindo
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引用次数: 3

Abstract

Abstract We engaged preservice teachers in a redesigned mathematics field experience with a central focus on children’s reasoning through teaching experiments and purposeful reflection on practice through Lesson Study. Indicators of effective teaching were examined through analysis of lesson plans and enactment, comparing student teachers who participated in the revised approach with student teachers in conventional forms of field experience. Findings suggest that teaching aspects fostered by the revised approach during the field experience had a positive residual effect during student teaching. Those who took part in teaching experiments and lesson study had lesson plans that provided for sense-making, encouraged collaboration, and included investigative mathematics to a greater degree than those in the conventional group. Those in the revised group implemented lessons during student teaching that were more student-centered and considerate of classroom culture than those who took part in the conventional field experience. We provide recommendations for designing field experiences.
数学野外体验设计:教学实验与一年后的课堂研究在学生教学中的作用
摘要:我们聘请职前教师进行重新设计的数学领域体验,重点关注儿童通过教学实验进行推理,并通过课程研究对实践进行有目的的反思。通过对课程计划和制定的分析来检验有效教学的指标,将参与修订方法的学生教师与传统形式的实地经验的学生教师进行比较。研究结果表明,在实地经验中,修订后的方法所培养的教学方面在学生教学中具有积极的残余效应。那些参加教学实验和课程研究的人的课程计划提供了意义构建,鼓励合作,并在更大程度上包括研究性数学。与那些参加常规实地体验的学生相比,在学生教学过程中实施的课程更以学生为中心,更注重课堂文化。我们为设计现场体验提供建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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