The overriding aim of MANOR – a national mathematics teacher center – in the last decade has been to provide a theoretically
sound, research-based and practically feasible framework to support Professional Development (PD) for teachers of mathematics
at a time of curriculum reform in Israel. This paper focuses on the preparation of, and support for, providers of PD for teachers
of mathematics, offered at MANOR. The paper describes various components of MANOR (the MANOR Program, Forum, Conferences,
individual support, and Resource Files) after 10 years of activity, situating MANOR in the Israeli context. The paper also
elaborates the theoretical orientations on which MANOR draws, with relation to a central characteristic of MANOR, namely,
the integration of knowledge and practice in the development of PD providers.
Note: Based on a paper presented at the Presidential Invited Symposium on “Social Contexts and Practices for Promoting Teacher
Learning: Insights from Professional Development Research Projects in Mathematics and Science in South Africa, Portugal, and
Israel” at the Annual Meeting of the American Educational Research Association (AERA), San Diego, CA, USA, April 2004. 相似文献
This paper (1) presents a conceptual framework for analyzing the mathematics addressed in probability lessons and (2) uses
the framework to compare the mathematics that two teachers with contrasting teaching approaches addressed in class when teaching
the topic of probability. One teaching approach aimed to develop understanding; the other emphasized mechanistic answer finding.
Class work on 193 problems was analyzed qualitatively and quantitatively, showing some similarities and some differences in
the mathematics that the two teachers offered to students. The differences found seemed to be linked to the teachers’ teaching
approaches. The findings suggest that teachers who adopt different teaching approaches, to some extent, make available to
learn different mathematics even when they use the same textbooks. 相似文献
Inter-firm social links are always helpful to establish mutual trust for further cooperation, and inter-firm knowledge exchange stresses the relative importance in a technological field. This study first examines the differences and relationships among the networks that are constructed by different exchanged resources, and further explores how a firm’s embedded local cluster resources and the brokerages’ roles in different inter-firm networks shape a firm’s leading position in the technical knowledge field. To construct inter-firm networks, we survey all members in the Taiwan Fastener Industry Association, collecting 87 valid samples for a 67% response rate. We use QAP (Quadratic Assignment Procedure) regressions to examine the relationships among networks, including social network (SN), information network (IN), and knowledge network (KN). We execute a negative binomial regression to investigate the importance of cluster resources and cross-regional brokering roles in SN and IN for gaining a higher position in technical KN. The results first show that the ties in SN and IN help establish cooperative partnerships in exchanging technical knowledge. Second, local cluster resources play a critical role in driving firms to gain a higher position in KN. Third, to have a leading role in KN, the brokerage roles in IN seem to be more important than the brokerages in SN. In particular, cross-regional brokerage roles (e.g., liaison) in IN strengthen their position in KN. 相似文献
The ??Medical Systems?? program was designed to introduce high school students to the world of advanced medicine. Its premise was to use an applied scientific discipline like medicine to encourage high-school students?? interest in basic science. This study compares the teen-aged graduates of ??Medical Systems?? with fourth and fifth-year medical students. It aims to identify the attitudes of these two groups towards medical science and basic sciences in medicine. The population included 94 graduates of ??Medical Systems?? from schools throughout Israel, who had also completed an advanced-level course in a basic science (biology, chemistry or physics), and 96 medical students from different Israeli universities. The students?? attitudes were measured using West et al.??s questionnaire (Med Educ 16(4):188?C191, 1982), which assesses both the attitude of the participants towards basic science knowledge, and their attitude towards their learning experience in medical school. Nine participants from each group were also interviewed using a semi-structured interview protocol. The results showed essential differences in the attitudes of the two groups. The high school students consider scientific knowledge far more essential for a physician than do the medical students, who also showed a far lower estimation of the effectiveness of their science studies. 相似文献
The aim of this study was to examine how teachers enact the same written algebra curriculum materials in different classes.
The study addresses this issue by comparing the types of algebraic activity (Kieran, 2004) enacted in two 7th grade classes taught by the same teacher, using the same textbook. Data sources include lesson observations
and an interview with the teacher. The findings show that students in the two classes were offered somewhat different algebraic
experiences. At one school, more emphasis was placed on global/meta-level activities (activities that are not exclusive to
algebra and suggest general mathematical processes), whereas at the other school, more emphasis was placed on transformational
activities (“rule-based” algebraic activities). Analysis of the sources of the differences related to the ways in which the
teacher used and enacted the curriculum materials in the two classes revealed that these were linked to the teacher’s attempts
to be attentive to the students in the class and to the nature of the students’ work. 相似文献
This introductory paper first reflects the genesis of research in mathematics and science teacher education. The analyses show a movement from foci of research in mathematics and science education from students to teachers, and then to teacher educators. Next, an overview of research in mathematics and science teacher education and its development is provided, including teacher educators’ growth. This is followed by a comparative look at the seven papers in this special issue through three lenses, focusing on who the teacher educators in these papers are, the practices which are the focus for development, and the contexts in which the professional growth is situated. The seven papers not only exemplify how teacher educators might critically and systematically reflect on their own growth, educate new teacher educators, and do corresponding research, but also demonstrate the considerable progress the research community has made with respect to the professional growth of mathematics and science teacher educators in the last decade. Finally, challenges and questions are raised, in particular in relation to raising the quality and quantity of proficient teacher educators in order to strengthen teacher education research, and to have enough human resources to offer more and better professional development opportunities and to support schools.
This study compares students’ opportunities to engage in transformational (rule-based) algebraic activity between 2 classes taught by the same teacher and across 2 topics in beginning algebra: forming and investigating algebraic expressions and equivalence of algebraic expressions. It comprises 2 case studies; each involves a teacher teaching in two 7th grade classes. All 4 classes used the same textbook. Analysis of classroom videotapes (15–19 lessons in each class) revealed that the opportunities to engage in transformational algebraic activity related to forming and investigating algebraic expressions were similar in each teacher’s 2 classes. By contrast, substantial differences were found between 1 teacher’s classes with regard to the opportunities to engage in transformational algebraic activity related to equivalence of algebraic expressions. The discussion highlights the contribution of the interplay among the mathematical topic, the teacher, and the class to shaping students’ learning opportunities. Specifically, the mathematical topic appeared to play a prominent role in certain situations, with the topic involving deductive reasoning generating high variation in classes of 1 teacher but not in the other’s.
This study analyzes six seventh grade Israeli mathematics textbooks, examining (1) the extent to which students are required to justify and explain their mathematical work, and (2) whether students are asked to justify a mathematical claim that is stated by the textbook or a mathematical claim that they themselves generated when solving a problem. Two different units of analysis were used to analyze two central topics in the seventh grade curriculum as follows: (1) equation solving in algebra and (2) triangle properties in geometry. The findings indicate that all six textbooks had considerably larger percentages of geometric tasks than algebraic tasks, which required students to justify or explain their mathematical work. Moreover, considerable differences were found among the six textbooks regarding the percentages of tasks that required students to justify and explain in both topics, but more so with the algebraic topic. Analysis of whether the textbook tasks required students to justify a mathematical claim that is stated by the textbook or a mathematical claim that the students themselves generated also revealed substantial differences among the textbooks. These findings are discussed, as well as the research methods used, in light of relevant literature.
