初教和专教九年级教师在代数教学中对意外学习者的反应

IF 0.3 Q4 EDUCATION, SCIENTIFIC DISCIPLINES
Julian Moodliar, Lawan Abdulhamid
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引用次数: 3

摘要

在南非,对响应式教学进行的研究有限,对教师如何应对“当下”未纳入其计划的意外事件知之甚少。在这篇文章中,我们报道了一位九年级的新手和专家教师如何在代数教学中使用定性案例研究方法来应对意外的学习机会。每名教师连续三节课都进行了录像、转录和分析。我们对事件的分析单位是教师对意外的学习者提供的回应,我们将这些回应编码为“合适”或“不合适”。如果回应被编码为适合学习者的提议,则用于强调回应质量程度的指标为“最低”、“中等”和“最高”。分析完课程后,第一作者对每位参与者进行了视频刺激的回忆访谈,以深入了解两位老师在回应意外的学习者邀请时的想法和决策。这项研究的结果表明,当学习者的思维不清楚时,新手教师没有强迫他们,当面对意外的学习机会时,他们选择忽略或提供了错误的答案。相反,如果学习者的提议不明确,或者她是否希望学习者解释他们的想法,专家教师会不断追问学习者的建议。这表明,专家教师的反应高度支持在集体课堂空间中进行紧急数学学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Novice and expert Grade 9 teachers’ responses to unexpected learner offers in the teaching of algebra
In South Africa, limited studies have been conducted investigating responsive teaching and little is known about how teachers respond to unexpected events ‘in the moment’ that did not form part of their planning. In this article, we report how a Grade 9 novice and expert teacher responded to unexpected learner offers during the teaching of algebra using a qualitative case study approach. Three consecutive lessons for each teacher were video recorded, transcribed and analysed. Our units of analysis for episodes were teachers’ responses to unexpected learner offers and we coded the responses as ‘appropriate’ or ‘inappropriate’. Indicators used to highlight the degree of quality of the response were ‘minimum’, ‘middle’ and ‘maximum’ if a response was coded as appropriate to a learner’s offer. Once lessons were analysed, the first author conducted video-stimulated recall interviews with each participant to gain insight into the two teachers’ thoughts and decision-making when responding to unexpected learner offers. The findings from this study illustrated that the novice teacher failed to press learners when their thinking was unclear, chose to ignore or provided an incorrect answer when faced with an unexpected learner offer. Conversely, the expert teacher continuously interrogated learner offers by pressing if a learner offer was unclear or if she wanted learners to explain their thinking. This suggests that the expert teacher’s responses were highly supportive of emergent mathematics learning in the collective classroom space.
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来源期刊
Pythagoras
Pythagoras EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
1.50
自引率
16.70%
发文量
12
审稿时长
20 weeks
期刊介绍: Pythagoras is a scholarly research journal that provides a forum for the presentation and critical discussion of current research and developments in mathematics education at both national and international level. Pythagoras publishes articles that significantly contribute to our understanding of mathematics teaching, learning and curriculum studies, including reports of research (experiments, case studies, surveys, philosophical and historical studies, etc.), critical analyses of school mathematics curricular and teacher development initiatives, literature reviews, theoretical analyses, exposition of mathematical thinking (mathematical practices) and commentaries on issues relating to the teaching and learning of mathematics at all levels of education.
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