描述未来中学教师的基础和转换定义的偶然性知识

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Yvonne Lai , Alyson E. Lischka , Jeremy F. Strayer , Kingsley Adamoah
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引用次数: 0

摘要

将本科生内容课程与中学教学联系起来的一种很有前途的方法是使用教师创造的实践表征。有效地使用这些表征需要看到教师在教学工作中对数学知识的使用。我们认为,罗兰(2013)的知识四重奏的维度,特别是基础和偶然性,形成了一个富有成效的框架。我们提供了一个分析框架来描述在基础和偶然维度中观察到的数学知识的质量,该框架是使用从300多个表示中进行的有目的的抽样开发的。这些表示法都是几何教学的特色。我们用“高”和“发展”基础和偶然性的例子展示了这个框架。然后,我们将我们沿着这些维度的编码与几何教学中数学知识的表现进行了比较。最后,我们描述了将该框架推广到其他领域的潜力,如代数和数学建模。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Characterizing prospective secondary teachers’ foundation and contingency knowledge for definitions of transformations

One promising approach for connecting undergraduate content coursework to secondary teaching is using teacher-created representations of practice. Using these representations effectively requires seeing teachers' use of mathematical knowledge in the work of teaching. We argue that the dimensions of Rowland's (2013) Knowledge Quartet, especially Foundation and Contingency, form a fruitful framework for this purpose. We contribute an analytic framework to characterize the quality of mathematical knowledge observed in the Foundation and Contingency dimensions, developed using a purposive sampling from over 300 representations. These representations all featured geometry teaching. We showcase the framework with examples of "high" and "developing" Foundation and Contingency.Then, we compare our coding along these dimensions with performance on a measure of mathematical knowledge for teaching geometry. Finally, we describe the potential for generalizing this framework to other domains, such as algebra and mathematical modeling.

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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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