整合数学教学资源的教师教育:来自工具性元编排的贡献

IF 0.3 Q4 MATHEMATICS

Mathematics Enthusiast Pub Date : 2022-01-01 DOI:10.54870/1551-3440.1549

Rosilângela Lucena, Verônica Gitirana, L. Trouche

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引用次数: 1

摘要

本文介绍了器乐元编排（IMO）模型，作为器乐编排模型的扩展。该IMO模型被定义为教师教育者对人工制品和教师（或职前教师）进行系统和有意的监控，以应对元情境，元情境被定义为不同性质和难度水平的情境的组合。IMO本身就是一种器乐配器的组合（有序或交织）。本文介绍并讨论了一个在本科数学教师课堂上体验到的工具元编排。初始模型的发展产生了：新的概念，如特设反应、教学元配置、开发模式和教学元表现；新特性，如灵活性和交互性；以及级联效应等新现象。它还揭示了管弦乐队之间发生的意外事件的重要性。此外，它扩展了评估特定在线文档的目的地形式，这些文档被命名为webdocs。最后，本文讨论了这种扩展模型对数学教师教育的贡献。

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Teacher education for integrating resources in mathematics teaching: contributions from instrumental meta-orchestration

This paper introduces the model of instrumental meta-orchestration (IMO), as an extension of the model of instrumental orchestration. This IMO model is defined as a systematic and intentional monitoring, by a teacher educator, of artefacts and teachers (or pre-service teachers) for facing a Metasituation, defined as a composition of situations of different natures and difficulty levels. An IMO, in itself, is a composition of instrumental orchestrations (sequenced or interwoven). This paper presents and discusses an instrumental meta-orchestration experienced in a class of undergraduate mathematics teachers. The development of the initial model results in: new concepts, such as ad hoc reaction, didactic meta-configuration, exploitation modes and didactic meta-performance; new features, such as flexibility and interactivity; and new phenomena, such as cascade effects. It also reveals the importance of unexpected events that occur between orchestrations. Moreover, it expanded the forms of destination for evaluating specific online documents, which are named webdocs. Finally, the paper discusses the contribution to mathematics teacher education of such an extended model.

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来源期刊

Mathematics Enthusiast MATHEMATICS-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal exists as an independent entity. The electronic version is hosted by the Department of Mathematical Sciences- University of Montana. The journal is NOT affiliated to nor subsidized by any professional organizations but supports PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics. TME strives to promote equity internationally by adopting an open access policy, as well as allowing authors to retain full copyright of their scholarship contingent on the journals’ publication ethics guidelines. Authors do not need to be affiliated with the University of Montana in order to publish in this journal. Journal articles cover a wide spectrum of topics such as mathematics content (including advanced mathematics), educational studies related to mathematics, and reports of innovative pedagogical practices with the hope of stimulating dialogue between pre-service and practicing teachers, university educators and mathematicians. The journal is interested in research based articles as well as historical, philosophical, political, cross-cultural and systems perspectives on mathematics content, its teaching and learning. The journal also includes a monograph series on special topics of interest to the community of readers.