通过参与开放式任务发展小学教师解决问题的个人意义

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Serife Sevinc, Dionne Cross Francis, Rick Hudson, Jinqing Liu
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引用次数: 0

摘要

在这项研究中,我们探讨了小学教师在为期 10 天的专业发展(PD)工作坊中完成开放式数学任务的经验。教师们在名为 "晨间数学"(MM)的课程中每天都要完成这些任务。来自美国三个学区的 32 名小学教师参加了为期两年的专业发展(PD)项目。对教师参与任务的视频和访谈分析表明,在以问题解决为重点的专业发展项目中使用开放式数学任务,可以塑造小学教师通过问题解决学习数学的个人意义。研究结果表明,教师从教学实践活动中获得的收获并不局限于数学问题的数学内容(即数学残余),相反,教师对开放式数学任务的体验产生了个人意义,反映了教学残余的认知、情感和社会成分。这一结果表明,教学设计在塑造教师与数学相关的个人意义方面起着至关重要的作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

The development of elementary teachers’ personal meanings of problem-solving through engaging in open-ended tasks

The development of elementary teachers’ personal meanings of problem-solving through engaging in open-ended tasks

In this study, we explored elementary school teachers’ experiences working on open-ended mathematics tasks during a 10-day professional development (PD) workshop. Teachers engaged with the tasks daily in a session call Morning Math (MM). Thirty-two elementary teachers from three school districts in the USA participated in a 2-year professional development (PD) program. Analysis of videos of teacher engagement in the tasks and interviews shows that the use of open-ended mathematics tasks embedded within problem-solving focused PD could shape elementary school teachers’ personal meanings about learning mathematics through problem-solving. The findings indicate that the teachers’ take-aways from the PD were not limited to the mathematical content of the MM problems (i.e., mathematical residue), instead teachers’ experiences with open-ended mathematics tasks engendered personal meanings reflecting pedagogical residue with cognitive, affective, and social components. This result shows the crucial role of PD in shaping teachers’ mathematics-related personal meanings which research suggests that it will subsequently influence their beliefs and instruction.

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来源期刊
Mathematics Education Research Journal
Mathematics Education Research Journal EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
4.80
自引率
11.10%
发文量
30
期刊介绍: The Mathematics Education Research Journal seeks to promote high quality research that is of interest to the international community.   The Mathematics Education Research Journal seeks to present research that promotes new knowledge, ideas, methodologies and epistemologies in the field of mathematics education.    The Mathematics Education Research Journal actively seeks to promote research from the Australasian region either as research conducted in the region; conducted by researchers from the region and/or draws on research from the region.  The Mathematics Education Research Journal accepts papers from authors from all regions internationally but authors must draw on the extensive research that has been produced in the Australasian region.   The Mathematics Education Research Journal normally does not encourage publication of teacher education programs or courses. These are more suited for theother MERGA journal, Mathematics Teacher Education and Development.
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