使改变有意义:社区大学教师对数学情境化的看法如何影响教学变化

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH
Kelly Wickersham, Xueli Wang
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引用次数: 1

摘要

目的:在众多呼吁改革社区大学数学教学的呼声中,情境化已被确定为一种有效的教与学方法。然而,对于教师如何应对数学情境化,以及他们如何做出采用数学情境化的决定,人们知之甚少。本研究探讨社区大学教师在数学教学中如何根据相关的专业发展理解情境化,以及教师如何在理解情境化和其他个人或组织因素的情况下决定是否将情境化应用于数学教学。方法:本研究采用案例研究的方法,利用访谈、观察和来自中西部州两所大型综合性两年制大学的专业发展材料。结果:调查结果揭示了两大主题下的五个主题:有意义和做出改变。三个相互关联的主题包括:情境化取向,先前的教学和实地经验,以及教师和学习者的双重身份。变革的两个特征是:实施情境化的外部和结构约束以及实施情境化的舒适度。贡献:本研究阐明了教师对数学情境化的意义建构的复杂过程,以及这种意义建构在个人和组织因素的影响下如何影响他们对数学教学变革的决策。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Making Sense to Make Change: How Community College Faculty Perceptions of Math Contextualization Shape Instructional Change
Objective: In numerous calls for reform to community college math instruction, contextualization has been identified as an effective approach to teaching and learning. Yet, little is known about how faculty contend with math contextualization and how they make decisions about its adoption. This study explored how community college faculty teaching math make sense of contextualization as a result of related professional development, and how faculty make decisions about whether to apply contextualization to teaching math as they make sense of contextualization and other individual or organizational factors. Method: This study adopted a case study approach, drawing upon interviews, observations, and professional development materials from two large, comprehensive 2-year colleges in a Midwestern state. Results: Findings revealed five themes under two main umbrellas: making sense and making change. Three interconnected themes comprised making sense: orientation to contextualization, prior teaching and field experiences, and dual identities as teacher and learner. Two themes characterized making change: external and structural constraints of implementing contextualization and comfort level in operationalizing contextualization. Contributions: This study illuminated the complex process of faculty sensemaking of math contextualization, and how this sensemaking, in light of individual and organizational factors, shapes their decisions around math instructional change.
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来源期刊
Community College Review
Community College Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
7.70%
发文量
22
期刊介绍: The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.
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