通过问题转化调动数学教师的专业知识

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
M. Montes , J. Chico , J.P. Martín-Díaz , E. Badillo
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引用次数: 0

摘要

在本研究中,我们探讨了与师范教育中提出问题的任务相关的两个问题:(i) 未来教师在执行这些任务时所调动的专业知识的特点;(ii) 未来教师在改编教科书问题时的教学意图的识别。我们要求未来教师概述他们对乘法问题的改造建议,以 "促进 "潜在学生的 "理解"。然后,我们利用数学教师专业知识模型对他们的回答进行了内容分析,并通过恒定比较法确定了他们的教学意图。结果表明,未来小学教师在回答问题重拟任务时同时调动了数学和教学内容知识。此外,还出现了四种不同的教学意图,这些意图基于对任务提示的不同解释,这影响了未来小学教师建议的改造类型以及他们在答案中调动的知识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Mathematics teachers’ specialized knowledge mobilized through problem transformation

In this study we address two issues related to problem-posing tasks in teacher education: (i) the characterization of the specialized knowledge mobilized by prospective teachers when carrying out these tasks and (ii) the identification of the prospective teachers’ pedagogical intentions in making adaptations to textbook problems. We asked prospective teachers to outline their suggestions for transforming a multiplicative problem so as to “promote the understanding” of their potential pupils. We then carried out a content analysis of their responses using the Mathematics Teachers’ Specialized Knowledge model of teachers’ specialized knowledge and identified their pedagogical intentions by means of the constant comparison method. The results show that prospective primary teachers mobilized both mathematical and pedagogical content knowledge in their responses to the problem reformulation task. Further, four distinct pedagogical intentions emerged that drew on different interpretations of the task prompt, and this influenced the type of transformation the prospective primary teachers suggested and the knowledge they mobilized in their answers.

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来源期刊
Journal of Mathematical Behavior
Journal of Mathematical Behavior EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
17.60%
发文量
69
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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