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1.
Susanne Prediger 《Journal of Mathematics Teacher Education》2010,13(1):73-93
What kind of mathematical knowledge do prospective teachers need for teaching and for understanding student thinking? And
how can its construction be enhanced? This article contributes to the ongoing discussion on mathematics-for-teaching by investigating
the case of understanding students’ perspectives on equations and equalities and on meanings of the equal sign. It is shown
that diagnostic competence comprises didactically sensitive mathematical knowledge, especially about different meanings of
mathematical objects. The theoretical claims are substantiated by a report on a teacher education course, which draws on the
analysis of student thinking as an opportunity to construct didactically sensitive mathematical knowledge for teaching for
pre-service middle-school mathematics teachers. 相似文献
2.
Lisa C. Yamagata-Lynch Jaewoo Do Anne L. Skutnik Duren J. Thompson Adam F. Stephens Cheryl A. Tays 《Open Learning》2013,28(2):178-189
This article reports on a case of participatory self-directed online learning within the context of a graduate-level instructional technology course. The course was about online learning environments and relied on both asynchronous and synchronous technologies. In this case, the instructor and students engaged in collaborative course design through one of the assignments where student teams and the instructor led one week’s worth of course activities and discussions. This article begins with a discussion of the literature on participatory self-directed online learning. Then, the article presents an overview of the course design, detailed discussion of the assignment that framed student participatory self-directed learning and two examples of student assignments. The framing question for organising this case was as follows: What lessons can a team of graduate students and the instructor learn about self-directed participatory online learning from a collaborative design project? The article ends with the overall lessons learned from the case and implications to future design of online activities. 相似文献
3.
4.
Andrew Joyce-Gibbons 《Technology, Pedagogy and Education》2017,26(1):51-68
Mini-plenaries, the shift in discussion from group to class and then back to group during the course of a small-group collaborative activity, have long been part of the repertoire of teachers. Despite this, they are not considered in detail in the research into teacher orchestration or classroom interaction. This article explores the behaviours of two teachers prior to their decision to initiate a mini-plenary. It considers the impact of technology and classroom conditions on this decision. It also looks at the impact of mini-plenaries on student learning and discusses what the initiation of a mini-plenary may signify within the current theoretical framing of classroom orchestration and teacher–student interaction. 相似文献
5.
In this paper, we first offer an analytic perspective on the papers in this volume, framing our discussion within the context of academic development as a discipline and highlighting common lines that cut across the nine contributions. We then offer insights about the current state of research on the evaluation of academic development and suggest directions that are likely to advance our theoretical and empirical knowledge in this area and anchor us firmly in evidence-based practice. We suggest that clarifying the mechanisms of change when professional learning occurs and measuring the changes in student learning outcomes that are associated with professional learning are important avenues for future research. 相似文献
6.
Cristian Cabalin 《Discourse: Studies in the Cultural Politics of Education》2014,35(4):485-498
This paper focuses on the relationship between the media and educational policies in the context of the ‘neoliberal newspeak’, which has characterized the current circulation of ideas in cultural production. Using framing theory, this article presents a critical discourse analysis on the editorials published about the 2011 student movement by El Mercurio, the most influential newspaper in Chile. El Mercurio is more than a newspaper. It is an institution; an institution that supports conservative ideas. El Mercurio framed the public discussion about educational policies and defended neoliberal education based on three discourses: the neoliberal system is absolute, public education is valued less than private and education is a technical issue, not political. By invoking this rhetoric strategy, these discourses attempted to maintain the neoliberal education system in Chile, which in turn rejected the social struggles of the student movement. 相似文献
7.
Interaction and cognitive engagement: An analysis of four asynchronous online discussions 总被引：2，自引：0，他引：2
Erping Zhu 《Instructional Science》2006,34(6):451-480
Online discussion plays a unique role in face-to-face and distance teaching and learning. Interaction and student cognitive
engagement during the online discussion are critical for constructing new understanding and knowledge. This article analyzes
types of interaction that occur during online discussions, examines levels of student cognitive engagement in each discussion,
and explores their effects on and implications for learning and teaching in higher education. By combining methods of social
network analysis with qualitative content analysis, the article explores new methodologies for analyzing participation, interaction,
and learning that take place online, and suggests areas for research in learning and teaching online. 相似文献
8.
This study examines how a first‐year biology teacher facilitates a series of whole‐class discussions about evolution during the implementation of a problem‐based unit. A communicative theoretical perspective is adopted wherein evolution discussions are viewed as social events that the teacher can frame intellectually (i.e., present or organize as exchanges of an intellectual nature). Furthermore, we characterize teacher framing of evolution discussion in terms of five communicative components: focus, orientation, social structure, mood, and participatory nature. Our video‐based analyses revealed that the teacher paid little attention to the conceptual contents and history of evolutionary theory, framing evolution discussions as moderately playful and partially mandatory events focused mainly on student sharing of ideas (i.e., personal opinions) and polite communication of evolution. Within this framing, the teacher adopted the role of a neutral (though admittedly biased) facilitator with an intermediary expert status (less knowledgeable than evolutionary biologists) and who was legally required (though also inclined) to discuss evolution. The main significance of this study is that it provides new and useful insights into social phenomena such as respect, politeness, and humor in the context of evolution discussion as well as a robust theoretical framework for analyzing evolution discussion from a social perspective. © 2010 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 257–280, 2011 相似文献
9.
Elizabeth H. McEneaney 《课程研究杂志》2015,47(6):802-819
This article offers a critique of Michael Young’s perspective on the Internet as it relates to the knowledge-driven curriculum he supports. I argue that the Internet is a site of both theoretical knowledge and everyday concepts which challenges the differentiation of knowledge that premises much of Young’s writing. Google searches from the perspective of a student and teacher show that theoretical knowledge with vertical links to subject and disciplinary communities as well as coherence built through links between concepts is fairly readily accessed on the Internet. The importance of information literacy for students, the critical need to curate content on the web, as well as the implications for the curriculum of framing ‘knowing’ as encompassing ‘being familiar’ and comprehending’ are highlighted. 相似文献
10.
M.C. O'Connor 《Educational Studies in Mathematics》2001,46(1-3):143-185
This case study examines two days of teacher-led large group discussion in a fifth grade about a mathematical question intended
to support student exploration of relationships among fraction and decimal representations and rational numbers. The purpose
of the analysis is to illuminate the teacher’s work in supporting student thinking through the use of a mathematical question
embedded in a position-driven discussion. The focus is an examination of the ways that the emergence of mathematical ideas
is partially shaped by complex interactions among the mathematical contents of the question, the inherent properties of the
discourse format and participant structure, and the available computational methods. The teacher’s work is conceptualized
in terms of actions and practices that coordinate these diverse tools, in constant response to students’ concurrent use of
them.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
11.
Andri Ioannou Skevi Demetriou Maria Mama 《The American journal of distance education》2013,27(3):183-195
Although lots of studies have investigated collaborative knowledge construction in online courses, the factors influencing this process are yet to be fully determined. This study provides quantitative and qualitative types of evidence on how (naturally emerged) student facilitation and quality of initial postings influence collaborative knowledge construction in online discussions. We analyzed the discourse of nine student groups (N = 34) working on a case problem in an online discussion forum. We found that student facilitation was an important contributor to the process. In contrast, the contribution of low-quality postings in early stages of the discussion can jeopardize the process. This work is an attempt to address quality in online learning by helping instructors decide on encouraging student facilitation in online discussions as well as structuring and carefully monitoring the content of initial discussion postings. 相似文献
12.
姜辉 《宁波大学学报(教育科学版)》2007,29(6):141-144
在小学教育专业进行数学文化教育,既是提高大学生文化素质的要求,同时又是小学教育专业学生未来职业发展的需要。数学文化课程是小学教育专业数学文化教育的重要组成部分,其课程目标应在知识、方法和情感三个方面给予考虑。 相似文献
13.
郑雪静 《河北职业技术学院学报》2014,(2):117-120
现今大学生普遍认为高等数学难学,学习高等数学的兴趣不高。要改变这一现状就要努力探究如何利用学生已有的认知结构,挖掘数学思想、利用数学史实和知识间的辩证关系、利用具体实例抽象出数学概念,通过在学生认知冲突等方面创设情境,让学生在情境中感性地探索、发现、理解和掌握高等数学的内容、思想和本质。 相似文献
14.
Summative and Formative Assessments in Mathematics Supporting the Goals of the Common Core Standards
Alan H. Schoenfeld 《理论付诸实践》2015,54(3):183-194
Being proficient in mathematics involves having rich and connected mathematical knowledge, being a strategic and reflective thinker and problem solver, and having productive mathematical beliefs and dispositions. This broad set of mathematics goals is central to the Common Core State Standards for Mathematics.High-stakes testing often drives instructional practice. In this article, I discuss test specifications and sample assessment items from the two major national testing consortia and the prospects that their assessments will be positive levers for change.For more than 20 years, the Mathematics Assessment Project has focused on the development of assessments that emphasize productive mathematical practices, most recently creating formative assessment lessons (FALs) designed to help teachers build up student understandings through focusing on student thinking while engaging in rich mathematical tasks. This article describes our recent work. 相似文献
15.
通过一道竞赛几何问题的一题多解(分析法、对称法、同一法、三角法),力求说明数学竞赛应立足于课本,并从问题解决的过程和结果上初步培养学生学习数学、研究数学的能力。 相似文献
16.
Yvette Solomon 《Educational Studies in Mathematics》2006,61(3):373-393
The ability to handle proof is the focus of a number of well-documented complaints regarding students' difficulties in encountering
degree-level mathematics. However, in addition to observing that proof is currently marginalised in the UK pre-university
mathematics curriculum with a consequent skills deficit for the new undergraduate mathematics student, we need to look more
closely at the nature of the gap between expert practice and the student experience in order to gain a full explanation. The
paper presents a discussion of first-year undergraduate students' personal epistemologies of mathematics and mathematics learning
with illustrative examples from 12 student interviews. Their perceptions of the mathematics community of practice and their
own position in it with respect to its values, assumptions and norms support the view that undergraduate interactions with
proof are more completely understood as a function of institutional practices which foreground particular epistemological
frameworks while obscuring others. It is argued that enabling students to access the academic proof procedure in the transition
from pre-university to undergraduate mathematics is a question of fostering an epistemic fluency which allows them to recognise
and engage in the process of creating and validating mathematical knowledge. 相似文献
17.
This article reports on a collective self-study from our multiple and unique experiences of teaching self-study research in the Netherlands and the United States. Through the methodology of dialog, we merged what we learned from our individual studies which resulted in six guidelines for a pedagogy for teaching self-study research. Without claiming that the six guidelines have full applicability to all teaching contexts, we offer instead a discussion of the complexities and value of framing a pedagogy of self-study research. This study provides a conceptual, theoretical, and practical base for further studies to build a knowledge base on this topic. 相似文献
18.
Learning Mathematics for Teaching Project 《Journal of Mathematics Teacher Education》2011,14(1):25-47
In this article, we describe a framework and instrument for measuring the mathematical quality of mathematics instruction.
In describing this framework, we argue for the separation of the mathematical quality of instruction (MQI), such as the absence of mathematical errors and the presence of sound mathematical reasoning, from pedagogical method.
We argue that conceptualizing this key aspect of mathematics classrooms will enable more clarity in mathematics educators’
research questions and will facilitate study of the mechanisms by which teacher knowledge shapes instruction and subsequent
student learning. The instrument we have developed offers an important first step in demonstrating the viability of the construct. 相似文献
19.
This article explores the effectiveness of intervention discussion sections for a college general chemistry course designed to apply research on student preconceptions, knowledge integration, and student explanation. Two interventions, on bond energy and spontaneity, were tested and intervention student performance was compared with that of a control group that did not use the experimental pedagogy. Results indicate that this instruction, which identifies students' initial conceptions and integrates those ideas into class discussion, leads to enhanced conceptual understanding. The intervention group outperformed the control group on a written course midterm, the thermodynamics portion of a standardized American Chemical Society examination, and an in‐depth interview. In interviews, the intervention group students explained the energetics of bond breaking and formation at a more sophisticated level than did the control students. In contrast, control students were more tenuous in their thinking, tended to contradict themselves more when discussing bond energy, and harbored more misconceptions about spontaneity. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 464–496, 2002 相似文献
20.
Robin Averill Michael Drake Dayle Anderson Glenda Anthony 《Asia-Pacific Journal of Teacher Education》2016,44(5):486-503
Managing mathematical discussion is known to be challenging for novice teachers. Coaching within student teacher rehearsals of teaching has been shown to develop mathematics teaching practice, but can be time consuming. To examine how coaching using questions could assist novice teachers to promote mathematical thinking and discussions within time-constrained programmes, videos of rehearsals, reflective debriefs, and student teacher surveys were collected across a range of courses over 4 years. Findings included that student teacher roles in rehearsals were enhanced through coaching with questions and co-construction was enabled. Coaching questions exposed effective practice, particularly in relation to orchestrating mathematical discussion, enabling student teachers to reflect, discuss, make decisions, and immediately trial teaching strategies. Questions appeared to lengthen rehearsals but improved their effectiveness through enhancing participation and enabling co-construction of meaning. Findings indicate that questions used in coaching of rehearsals inform and empower novice teachers, essential factors within initial teacher education for equitable and ambitious mathematics teaching. 相似文献