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1.
This paper reports a part of a study on the construction of mathematical meanings in terms of development of semiotic systems
(gestures, speech in oral and written form, drawings) in a Vygotskian framework, where artefacts are used as tools of semiotic
mediation. It describes a teaching experiment on perspective drawing at primary school (fourth to fifth grade classes), starting
from a concrete experience with a Dürer’s glass to the interpretation of a new artefact. We analyse the long term process
of appropriation of the mathematical model of perspective drawing (visual pyramid) through the development of gestures, speech
and drawings under the teacher’s guidance.
相似文献
| Michela MaschiettoEmail: |
2.
Luis Radford 《Educational Studies in Mathematics》2009,70(2):111-126
The goal of this article is to present a sketch of what, following the German social theorist Arnold Gehlen, may be termed
“sensuous cognition.” The starting point of this alternative approach to classical mental-oriented views of cognition is a
multimodal “material” conception of thinking. The very texture of thinking, it is suggested, cannot be reduced to that of
impalpable ideas; it is instead made up of speech, gestures, and our actual actions with cultural artifacts (signs, objects,
etc.). As illustrated through an example from a Grade 10 mathematics lesson, thinking does not occur solely in the head but also in and through a sophisticated semiotic coordination of speech, body, gestures, symbols and tools.
相似文献
| Luis RadfordEmail: |
3.
Tim Rowland 《Educational Studies in Mathematics》2008,69(2):149-163
This empirical paper considers the different purposes for which teachers use examples in elementary mathematics teaching,
and how well the actual examples used fit these intended purposes. For this study, 24 mathematics lessons taught by prospective
elementary school teachers were videotaped. In the spirit of grounded theory, the purpose of the analysis of these lessons
was to discover, and to construct theories around, the ways that these novice teachers could be seen to draw upon their mathematics
teaching knowledge-base in their lesson preparation and in their observed classroom instruction. A highly-pervasive dimension
of the findings was these teachers’ choice and use of examples. Four categories of uses of examples are identified and exemplified:
these are related to different kinds of teacher awareness.
相似文献
| Tim RowlandEmail: |
4.
Yeping Li Dongchen Zhao Rongjin Huang Yunpeng Ma 《Journal of Mathematics Teacher Education》2008,11(5):417-430
It is generally perceived that Chinese elementary teachers have a profound understanding of the school mathematics they teach.
This perception has led to further interest in understanding teacher education practices in China. As some dramatic changes
in elementary teacher preparation have taken place in China over the past decade, this article aims to outline these changes
with a focus on curriculum provided in the new 4-year bachelor preparation programs. Sample mathematics teacher educators
in China were also surveyed to gather insiders’ views about teacher preparation practices and to identify relevant issues.
We believe that elementary teacher preparation and its changes in China can provide an important case for mathematics teacher
educators around the world to reflect on teacher education practices in their own systems.
相似文献
| Yeping LiEmail: |
5.
Uwe Gellert 《Educational Studies in Mathematics》2008,67(2):93-110
There is an increasing awareness of the social dimension in mathematics teacher education. Collaboration and co-operation
are regarded as key factors in professional development. In this paper I will analyse some tensions that might arise when
the professional development of mathematics teachers is considered a collective enterprise. I will present phenomenological group interview as a method that is designed to reveal the collective character of teacher development. Some primary teachers’
collective reflections on an ongoing professional development process will be interpreted by focusing on the concepts of routine and collective orientation. The discussion is centred on the ambivalence of routines, as facilitators of practice, and collective orientations, as socially-agreed-upon
knowledge base, for mathematics teachers’ professional development.
相似文献
| Uwe GellertEmail: |
6.
Charalambos Y. Charalambous George N. Philippou Leonidas Kyriakides 《Educational Studies in Mathematics》2008,67(2):125-142
This paper focuses on efficacy beliefs with respect to teaching mathematics; it aims at testing and validating an existing
scale for measuring efficacy beliefs in the domain of mathematics, examining the development of preservice teachers’ efficacy
beliefs in mathematics during fieldwork, and identifying factors that contribute to the development of these beliefs. Exploratory
factor analysis applied to longitudinal data collected through a questionnaire administered to almost 90 preservice teachers
elicited a two-factor model, reflecting efficacy beliefs in mathematics instruction and classroom management. Using cluster
analysis, we found four patterns in the development of preservice teachers’ efficacy beliefs regarding these two factors.
Our analysis of semi-structured interviews with eight participants representing these four patterns suggested that preservice
teachers’ efficacy beliefs were mainly informed by experimentation with teaching and interaction with mentors, tutors, peers,
and pupils. Based on our findings, we draw implications for mathematics preservice teacher education and provide suggestions
for future research.
相似文献
| Charalambos Y. CharalambousEmail: |
7.
We study in this article mathematics teachers’ documentation work: looking for resources, selecting/designing mathematical tasks, planning their succession, managing available artifacts,
etc. We consider that this documentation work is at the core of teachers’ professional activity and professional development.
We introduce a distinction between available resources and documents developed by teachers through a documentational genesis process, in a perspective inspired by the instrumental approach. Throughout their documentation work, teachers develop documentation systems, and the digitizing of resources entails evolutions of these systems. The approach we propose aims at seizing these evolutions,
and more generally at studying teachers’ professional change.
相似文献
| Luc TroucheEmail: |
8.
Video has assumed an increasingly prominent role in teacher education, particularly in the form of the viewing of videotaped
class lessons by preservice teachers. Yet there is little research that confirms whether preservice teachers attend to the
aspects of the video(s) that teacher educators anticipate or desire. This article explores this issue and reports on the impact
of video viewing as a means to improve teachers’ ability to be observers of classroom practice. We utilized a pre- and post-test
design to measure the quantity and type of classroom events that preservice mathematics teachers noticed before and after
a teaching methods course where improving observation skills was an explicit goal. The results of the pre-assessment suggest
that preservice teachers generally do not enter teaching methods courses with well-developed observation skills. The post-assessment
indicates that the course led to significant increases in preservice teachers’ observation skills, particularly in teachers’
ability to notice features of the classroom environment, mathematical content of a lesson, and teacher and student communication
during a lesson.
相似文献
| Jon R. StarEmail: |
9.
Tony Brown 《Educational Studies in Mathematics》2008,69(3):249-263
This paper examines a Special Issue of Educational Studies in Mathematics comprising research reports centred on Peircian semiotics in mathematics education, written by some of the major authors
in the area. The paper is targeted at inspecting how subjectivity is understood, or implied, in those reports. It seeks to
delineate how the conceptions of subjectivity suggested are defined as a result of their being a function of the domain within
which the authors reflexively situate themselves. The paper first considers how such understandings shape concepts of mathematics,
students and teachers. It then explores how the research domain is understood by the authors as suggested through their implied
positioning in relation to teachers, teacher educators, researchers and other potential readers.
相似文献
| Tony BrownEmail: |
10.
Student teaching (guided teaching by a prospective teacher under the supervision of an experienced “cooperating” teacher)
provides an important opportunity for prospective teachers to increase their understanding of mathematics in and for teaching.
The interactions between a student teacher and cooperating teacher provide an obvious mechanism for such learning to occur.
We report here on data that is part of a larger study of eight student teacher/cooperating teacher pairs, and the core themes
that emerged from their conversations. We focus on two pairs for whom the core conversational themes represent disparate approaches
to mathematics in and for teaching. One pair, Blake and Mr. B., focused on controlling student behavior and rarely talked
about mathematics for teaching. The other pair, Tara and Mr. T., focused on having students actively participating in the
lesson and on mathematics from the students’ point of view. These contrasting experiences suggest that student teaching can
have a profound effect on prospective teachers’ understanding of mathematics in and for teaching.
相似文献
| Steven R. WilliamsEmail: |
11.
Shulman (1986, 1987) coined the term pedagogical content knowledge (PCK) to address what at that time had become increasingly evident—that content knowledge itself was not sufficient for teachers
to be successful. Throughout the past two decades, researchers within the field of mathematics teacher education have been
expanding the notion of PCK and developing more fine-grained conceptualizations of this knowledge for teaching mathematics.
One such conceptualization that shows promise is mathematical knowledge for teaching—mathematical knowledge that is specifically useful in teaching mathematics. While mathematical knowledge for teaching has
started to gain attention as an important concept in the mathematics teacher education research community, there is limited
understanding of what it is, how one might recognize it, and how it might develop in the minds of teachers. In this article,
we propose a framework for studying the development of mathematical knowledge for teaching that is grounded in research in
both mathematics education and the learning sciences.
相似文献
| Jason SilvermanEmail: |
12.
Janis Dawson 《Children‘s Literature in Education》2007,38(2):141-152
This article discusses Philip Reeve's young adult science fiction novels as literary collages. It explores the ways in which
the author uses postmodernisms to introduce big ideas and construct a compelling futuristic world that combines fast-paced
adventure with the bildungsroman.
相似文献
| Janis DawsonEmail: |
13.
In this paper we tackle the issue of an eventual stability of teachers’ activity in the classroom. First we explain what kind
of stability is searched and how we look for the chosen characteristics: we analyse the mathematical activity the teacher
organises for students during classroom sessions and the way he manages the relationship between students and mathematical
tasks. We analyse three one-hour sessions for different groups of 11 year old students on the same content and with the same
teacher, and two other sessions for 14 year old and 15 year old students, on analogous contents, with the same teacher (another
one). Actually it appears in these two examples that the main stabilities are tied with the precise management of the tasks,
at a scale of some minutes, and with some subtle characteristic touches of the teacher’s discourse. We present then a discussion
and suggest some inferences of these results.
相似文献
| J. RogalskiEmail: |
14.
Jennifer D. Adams 《Cultural Studies of Science Education》2007,2(2):393-440
In this article I critically examine the historical context of science education in a natural history museum and its relevance
to using museum resources to teach science today. I begin with a discussion of the historical display of race and its relevance
to my practice of using the Museum’s resources to teach science. I continue with a critical review of the history of the education
department in a natural history museum to demonstrate the historical constitution of current practices of the education department.
Using sociocultural constructs around identity formation and transformation, I move to the present with a case study of a
teacher who transforms the structure of science education in her classroom and school as a result of her identity transformation
and association with a museum-based professional education program.
相似文献
| Jennifer D. AdamsEmail: |
15.
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17.
S. Khan 《Educational technology research and development : ETR & D》2008,56(4):423-447
This research assessed the value of case study methodology in the design of an educational computer simulation. Three sources
of knowledge were compared to assess the value of case study: practitioner and programmer knowledge, disciplinary knowledge,
and knowledge obtained from a case study of teacher practice. A retrospective analysis revealed that the case study was the
source of 16 out of 23 design decisions and therefore was the most significant influence on the design of the simulation.
The case study was particularly effective in sensitizing the design team to the classroom context, identifying common and
uncommon teacher practices, revealing unexpected dimensions of interactions in the classroom, and generating constructive
changes to the design of the simulation. Case studies can significantly enrich the design of educational software and are
a promising methodological choice for design teams.
相似文献
| S. KhanEmail: |
18.
Mathematical belief change in prospective primary teachers 总被引：1，自引：0，他引：1
Peter Grootenboer 《Journal of Mathematics Teacher Education》2008,11(6):479-497
The development and influence of beliefs in teacher education has been a topic of increasing interest for researchers in recent
years. This study explores the responses of a group of prospective primary teachers to attempts to facilitate belief change
as part of their initial teacher education programme in mathematics. The students’ responses seemed to fall into three categories:
non-engagement; building a new set of beliefs and; reforming existing beliefs. In this article the participants’ responses
are outlined and illustrated with stories from three individuals. This study suggests that belief reform is complex and fraught
with ethical dilemmas. Certainly there is a need for further research in this area, particularly given the pervasive influence
of beliefs on teaching practice.
相似文献
| Peter GrootenboerEmail: |
19.
Mark G. Storz 《The Urban Review》2008,40(3):247-267
In interviews with over 250 urban young adolescents, many students make it clear that they are acutely aware of the educational
inequities that exist in their schools and that these inequities are having a negative impact on their education. Student
voice is used to highlight urban middle school students’ perspectives on the quality of their education particularly in terms
of curricular issues, teacher quality, and lack of resources.
相似文献
| Mark G. StorzEmail: |
20.
This article is an attempt to place mathematical thinking in the context of more general theories of human cognition. We describe
and compare four perspectives—mathematics, mathematics education, cognitive psychology, and evolutionary psychology—each offering
a different view on mathematical thinking and learning and, in particular, on the source of mathematical errors and on ways
of dealing with them in the classroom. The four perspectives represent four levels of explanation, and we see them not as
competing but as complementing each other. In the classroom or in research data, all four perspectives may be observed. They
may differentially account for the behavior of different students on the same task, the same student in different stages of
development, or even the same student in different stages of working on a complex task. We first introduce each of the perspectives
by reviewing its basic ideas and research base. We then show each perspective at work, by applying it to the analysis of typical
mathematical misconceptions. Our illustrations are based on two tasks: one from statistics (taken from the psychological research
literature) and one from abstract algebra (based on our own research).
相似文献
| Orit HazzanEmail: |