Stephen Hwang , Ranran Xu , Yiling Yao , Jinfa Cai
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引用次数: 0
Abstract
This study presents a specific case of how a teacher in China learned to teach with problem posing through a collaborative, iterative design process with a researcher. Supported by a networked improvement community, at every step of the journey that they undertook, they partnered to design, deliver, and revise a mathematics lesson that fostered students’ learning through problem posing. A detailed travelogue of their journey serves to document what research on teaching through mathematical problem posing can look like and how the teacher learned to teach using this novel approach. We explore the utility of the 3H (head, heart, and hands) model as a powerful way to think about holistic, transformative teacher learning. In addition, we consider aspects of the networked improvement community in which the teacher–researcher partnership operated that enabled capacity for sustaining this kind of effort to change practice.
期刊介绍：
The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.
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