共查询到20条相似文献，搜索用时 468 毫秒
1.
This study describes teacher learning in a teaching experiment consisting of a content-focused methods course involving the mathematical knowledge for teaching function. Prospective and practicing teachers in the course showed growth in their ability to define function, to provide examples of functions and link them to the definition, in the connections they could make between function representations, and to consider the role of definition in mathematics and the K-12 classroom. Written assessments, interview data, and class discourse analyses illustrate how the course supported the development of mathematical knowledge that built on individual teachers’ prior knowledge as well as the development of a stronger collective understanding of function. 相似文献
2.
构建教师在线专业学习共同体对于完善未来国家在线教师教育体系有着重要意义.在线专业学习共同体借助互联网技术营造的网络学习空间,通过共同学习、资源分享、沟通对话,有力地支持教师学习者获得拓展个人专业学习边界的机会.构建教师在线专业学习共同体将赋能教师合作学习,丰富教师跨界学习路径,提升教师群体归属感,激发教师自我变革动力.应紧密结合网络虚拟空间的特征、教师专业学习的需求以及共同体的核心内涵,从技术性要素、认知性要素和社会性要素三方面着手构建高效的教师在线专业学习共同体. 相似文献
3.
This paper focuses on the discourse of teachers and instructors in a TEAMS (Teaching Exploratively for All Mathematics Students) professional development (PD) setting and on the discursive mechanisms that afford such learning. We conceptualize learning in this PD as a change in a teacher's pedagogical discourse—from alignment with Delivery Pedagogical Discourse (DPD) to alignment with Explorative Pedagogical Discourse (EPD). This change in pedagogical discourse involves commognitive conflicts between the DPD and EPD. Data for the study include 8 videotaped sessions from a 2-year TEAMS PD for middle school mathematics teachers. Results show that conflict revolved around four themes. The most common was about students' abilities and its relation to instruction. The others were: Who is responsible for constructing mathematics knowledge in class? Limited view of the EPD, and what is considered ordinary instruction? We also identified four levels of conflict, ranging from commognitive conflict that is implicit to the participants, to conflict that is made explicit and reflected upon. Finally, results show movement from implicit conflict towards explication of conflict during the two years of the PD. 相似文献
5.
The study presented in this article investigates forms of mathematical interaction in different social settings. One major interest is to better understand mathematics teachers’ joint professional
discourse while observing and analysing young students mathematical interaction followed by teacher’s intervention. The teachers’
joint professional discourse is about a combined learning and talking between two students before an intervention by their
teacher (setting 1) and then it is about the students learning together with the teacher during their mathematical work (setting
2). The joint professional teachers’ discourse constitutes setting 3. This combination of social settings 1 and 2 is taken
as an opportunity for mathematics teachers’ professionalisation process when interpreting the students’ mathematical interactions
in a more and more professional and sensible way. The epistemological analysis of mathematical sign-systems in communication
and interaction in these three settings gives evidence of different types of mathematical talk, which are explained depending
on the according social setting. Whereas the interaction between students or between teachers is affected by phases of a process-oriented
and investigated talk, the interaction between students and teachers is mainly closed and structured by the ideas of the teacher
and by the expectations of the students.
相似文献
7.
This study explores teacher educators’ (TEs’) activity as they support mathematics and science teacher collaboration in co-designing and jointly implementing tasks. We view TEs’ activity through the lens of Activity Theory and expansive learning and draw evidence from data generated within the mascil project that linked mathematics and science teaching with workplace situations through inquiry-based teaching. We focus on five TEs’ actions and goals, use data from their professional development sessions with teachers and from the TEs’ interactions during their own meetings, and highlight the illuminating case of one teacher educator. We trace evidence indicating paths of actions followed by each Teacher Educator and look for indications of their professional learning. Our analysis reveals generic and content-focused actions. All TEs faced different kinds of contradictions and had difficulties handling them. In terms of professional learning, all TEs adapted their prior teacher education practices and appreciated the critical role of epistemological differences between the two disciplines. 相似文献
8.
已有的研究和实践证明,社会临场感有助于降低学习者在线学习过程中的孤独感、提升学习满意度和促进虚拟学习社区的建立。社会临场感与交互的关系十分密切,以往研究者主要借助内容分析方法或调查问卷来分析两者之间的关系,注重测量个体的意见和主观的感知,但无法反映社会临场感随时间发展变化的动态特征。社会网络分析(SNA)的中心度、密度、中心势、派系等参数能够较为合理地表征在线协作学习中师生的交互过程特征,为研究这一问题提供了新的思路。通过对一门网络课程实施期初、期中和期末三个阶段师生在线论坛中的交互过程与行为进行定量和可视化的社会网络分析,结果显示:学习者在不同学习阶段的社会临场感存在显著差异,交互和社会临场感之间具有十分紧密的联系,个体的社会临场感会随时间的发展而变化。社会网络分析有助于理解在线学习环境中社会临场感的形成和发展变化,有助于教师改进教学,提升网络教学的质量。 相似文献
9.
Often, mathematics teachers do not incorporate whole-class discourse of students’ various ideas and solution methods into their teaching practice. Particularly complex is the in-the-moment decision-making that is necessary to build on students’ thinking and develop their collective construction of mathematics. This study explores the decision-making patterns of five experienced Dutch mathematics teachers during their novice attempts at orchestrating whole-class discourse concerning students’ various solution methods. Our goal has been to unpack the complexity of their in-the-moment decision-making during whole-class discourse through lesson observations and stimulated recall interviews. We investigated teacher decision-making adopting a model that combines two perspectives, namely (1) we explored student-teacher interaction with regard to building on student thinking and (2) we explored how the teachers based decisions during such interaction upon their own personal conceptions and interpretation of student thinking. During these novice attempts at orchestrating whole-class discourse, the teachers created many situations for students to articulate their thinking. We found that at certain instances, teachers’ in-the-moment decision-making resulted in opportunities to build on student thinking that were not completely seized. During such instances, the teachers’ decision-making was shaped by the teachers’ own conceptions of the relevant mathematics and by teacher conceptions that centered around student understanding and mathematical goals. Our findings suggest that teachers might be supported in their novice attempts at whole-class discourse by explicit discussion of the mathematics and of their conceptions with regard to student understanding and mathematical goals. 相似文献
10.
This study investigated professional learning taking place in a teacher-created online community. In particular, this aimed to explore how teachers at different levels of participation learn in an online community. The results showed that teachers usually began as observers, reading others' postings and using contributors' teaching resources, and moved to collaborators, posting their comments on teaching resources and discussing their problems with other teachers, and then to contributors, sharing their teaching resources with other teachers and providing information, advice, and help to other teachers. As they participated in the online community at different levels, teacher learning took place in multiple ways including learning through tryout, collaborative problem solving, and critical reconstruction. Yet, not all teachers moved toward full participation in the online community. The majority of teachers remained as observers and their lack of participation in the negotiation of meaning constrained teacher learning. For the online community to be a fertile ground for teacher learning, more emphasis needs to be placed on the collaborative construction of knowledge and the transformation of shared practice, rather than the transmission of knowledge and the dissemination of good practice. 相似文献
11.
A secondary school mathematics teacher and mathematics education researcher engaged in a collaborative professional development experience that focused the teacher’s reflection on videotapes of his instruction. The purpose was to document and explore the teacher’s experiences with respect to his reflections and classroom practice while trying to create inquiry‐based mathematical discourse. Data included videotaped classroom observations, audiotaped interviews, and audiotaped focused reflection sessions. Analysis of the data revealed that over the course of the semester‐long collaboration the teacher exhibited, at various times, four different reflective states (‘explain but not question’, ‘question but not explain’, ‘question and explore’, and ‘exploring’). The identification of these reflective states suggests a more complex relationship between reflection and changing teachers’ practice than previously thought. The results of this article suggest that the interaction of teachers’ reflective activities and reflective states contribute to various kinds of teacher change in the classroom. 相似文献
12.
教师专业发展是提高学校教育质量和学生学业成就的关键因素。关于教师专业发展的实证研究主要关注的是专业发展活动对教师本身的影响,较少有研究关注专业发展活动对学生带来的影响。本研究基于2016~2019年北京市高中阶段4万多名学生的标准化考试成绩和近2000名教师的问卷调查数据,采用增值模型分析教师对学生学业成绩的增值影响,并进一步聚焦教师参与区级和校本教研活动对学生学业成绩的影响。分析结果显示,教师参与区级教研活动的程度对学生成绩有显著的正向影响,其中聚焦于学科课程内容的教研活动对学生成绩的增值作用尤其显著。此外,教师参与校本教研活动的程度对学生成绩有显著的正向影响,其中教师之间的非正式交流的积极作用不容忽视。 相似文献
13.
Despite the positive potential of the online social networking platforms, the longitudinal studies regarding how children participate in digital storytelling communities is still scant in the literature. This study investigated how 26 elementary students participated in a 2-year digital storytelling community mediated by a social network application. By analyzing the students’ weekly responses, social networks, and their language learning performance, the results suggested that their oral reading proficiency improved along with their participation in the long-term activity. It was also found that the community features impacted the students’ sense of engagement in the activity. The feature of the learning community that allows students to team up with partners to complete a story improved their engagement and motivation. The social network analysis found that multiple literacies including multimedia processing, language, and collaboration were all considered by students as important criteria for the partnership to complete the collaborative digital storytelling work. However, such a prolonged collaborative digital storytelling activity also introduced new challenges for those students demonstrating unfavorable collaboration profiles as they needed to learn how to collaborate in order to team up with others. The implications of the findings for educational practice are discussed. 相似文献
14.
As colleges continue to expand online offerings, student participation within courses should be assessed to ensure that teachers can best implement effective, responsible lesson plans. This study examined discourse in an online classroom in order to gauge student participation by observing student-to-student and student-to-instructor exchanges within the discussion board. Classroom discourse was analyzed using Stahl’s computer supported collaborative learning methodology. Data was collected to assess development of classroom dialogue through group collaboration, and to determine whether participants were interpreting previous posts and contributing to the development of the discussion topic. This study shows that students within the online classroom were able to construct deeper meanings in classroom dialogues through thoughtful and personal contributions, thereby reaching new understandings through collaborative discussion. This study contends that through insightful planning and guided responses, instructors can manage online classroom discussions to better direct student communications in order to improve collaborative learning and knowledge construction. 相似文献
15.
This investigation describes secondary mathematics teachers’ learning and instructional change following their participation in a professional development workshop, the Enhancing Secondary Mathematics Teacher Preparation Project (ESP) (2004–2005), specifically focused on the selection and implementation of cognitively challenging mathematical tasks. Data consist of a pre/post-assessment of teachers’ knowledge of the cognitive demands of mathematical tasks and videotaped discussions and written artifacts from the professional development sessions. A mixed methods approach was used to identify connections between teachers’ learning and their experiences in the ESP workshop. Results indicate that ESP teachers developed new ideas about the influence of mathematical tasks on students’ learning. Increases in teachers’ knowledge of the cognitive demands of mathematical tasks were closely linked to ideas represented in frameworks and discussions from the ESP workshop and to teachers’ experiences in solving challenging mathematical tasks as learners. 相似文献
16.
This paper explores how teachers' collaborative conversations afford and constrain their learning opportunities, through the close analysis of an interaction between equity-oriented mathematics teachers who were working together. The analysis reveals that although the group seemed like an ideal professional learning community in many ways, the teachers were frequently caught in tensions between restrictive and inclusive discourses about mathematical competence. The existence of these tensions presented opportunities for the teachers to learn, but teachers' framings of their own collaborative work stifled these opportunities. This paper contributes to understanding the challenges of equity- and reform-oriented learning in teachers' professional communities. 相似文献
17.
This study examines the effects of professional development on various aspects of teachers’ mathematics instruction. Using data collected between 2005 and 2009, we examined the extent to which the instructional practices of 49 US high school teachers who participated in content-based, sustained professional development changed over time. We found that changes in several aspects of their instructional practices followed somewhat different patterns. Teachers made statistically significant and steady changes in mathematical discourse, instructional clarity, and the development of students’ mathematical habit of mind, but not in student interactions or in the use of multiple representations. 相似文献
18.
In the current shifts in mathematics classrooms, teachers are challenged to use effective pedagogy to develop inquiry communities
in which all participants are offered opportunities to engage in the reasoning discourse of proficient mathematical practices.
The challenge for teachers is to know how to implement these pedagogical changes. This article outlines how a teacher and
researcher worked together in a collaborative partnership using a purposely designed communication and participation framework
as a tool to scaffold development of collective reasoning in the inquiry community. The findings illustrate the interconnections
between the teacher’s beliefs, past experiences, and current, and future expectations for her diverse students. Explanations
are provided of how different, often conflicting, voices emerged including one that drew on the teacher’s cultural knowledge.
This provided many learning opportunities for the researcher as the teacher developed her students’ voices in culturally appropriate
ways. 相似文献
19.
幼儿教师数学核心经验主要是指教师在教学实践中形成的数学领域至关重要的概念、能力或技能,对于幼儿的数学学习和教师的数学教学具有至关重要的作用。幼儿教师作为基本的学习者,其专业发展过程符合学习进阶的各项准则,不同职业发展阶段的幼儿教师有着各自不同的进阶轨迹。学习进阶强调学习是一种不断积累和发展的过程,并倡导为不同阶段的学习者设计不同的进阶框架,这为有效推动幼儿教师数学核心经验的发展提供了充分的理论参考。本研究在厘清幼儿教师数学核心经验内涵与结构的基础上,依据学习进阶的主要观点,建构幼儿教师数学核心经验的经验模型,并提出相应的教师培养策略,主要包括加强数学核心经验的学习共同体建设、制订数学核心经验的阶梯式成长方案和完善数学核心经验的质量监测指标。 相似文献
20.
Epistemological knowledge of mathematics in social learning settings is an important type of professional knowledge for mathematics
teachers because it refers to social and interactive processes of communication. This article focuses on one central aspect
of epistemological mathematical knowledge, namely on the problematique of how mathematical signs and symbols gain meaning
in the interactive social processes of teaching and learning. A teaching episode is presented and analyzed from an epistemological
perspective. This analysis leads to the identification of three important components of epistemological knowledge that could
be introduced into the education of mathematics teachers: the developmental nature of mathematical knowledge; interactive
social processes of mathematical communication as autonomous systems; and the interdependence of social and epistemological
constraints in mathematical communication.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
|
