去中心化支持中学生响应式教学

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Amy J. Hackenberg , Fetiye Aydeniz Temizer , Rebecca S. Borowski
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引用次数: 0

摘要

以18名七年级学生为研究对象,在第一作者与班主任共同授课的比例推理单元中,进行了单元协调三个阶段的课堂研究,以了解如何进行响应式教学。在本单元中,学生们努力使两辆汽车以相同的速度行驶。根据其他地方的报道,在单元协调的所有三个阶段的学生都学会了这样做(Hackenberg et al., 2023)。本文的研究重点是在小组教学中进行响应式探究的实践。我们发现,教师-研究人员的去中心化是这种做法背后的一种机制。去中心化包括采用另一个人的观点,把自己的观点放在一边,把别人的观点作为互动的基础。我们发现,两种分散行动模式和一种问题类型,即利用问题,支持学生跨单元协调的各个阶段,以维持挑战和学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Decentering to support responsive teaching for middle school students
A classroom study was conducted to understand how to engage in responsive teaching with 18 seventh grade students at three stages of units coordination during a unit on proportional reasoning co-taught by the first author and classroom teacher. In the unit, students worked on making two cars travel the same speed. Students at all three stages of units coordination learned to do so, as reported elsewhere (Hackenberg et al., 2023). This paper focuses on the practice of inquiring responsively in small groups. We found that teacher-researcher decentering was a mechanism underlying this practice. Decentering involves adopting the perspective of another person by setting one’s own perspective to the side and using the other’s perspective as a basis for interaction. We found that two patterns of decentering actions and a type of question, leveraging questions, supported students across stages of units coordination to sustain challenges and learn.
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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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