Reading between the lines: Teaching linear algebra     

Jennifer M. Lewis  Merrie L. Blunk 《课程研究杂志》2013,45(4):515-536

This paper compares lessons on linear equations from the same curriculum materials taught by two teachers of different levels of mathematical knowledge for teaching (MKT). The analysis indicates that the mathematical quality of instruction in these two classrooms appears to be a function of differences in MKT. Although the two teachers were teaching from the same curriculum materials, the teacher with higher MKT had more complete and concise ways to describe key concepts, had multiple ways to represent ideas about linear equations, could move nimbly among different mathematical expressions of linear relationships, and gave students a larger role in articulating the mathematical ideas of the lesson. However, curriculum materials seem to have moderated what would otherwise have been larger disparities in the quality of instruction between the two teachers. The lower-MKT teacher made minor mathematical errors, stayed on topic, and defined concepts in reasonably accurate ways when he followed the curriculum materials closely.  相似文献   

I think I made a mistake: How do prospective teachers elicit the thinking of a student who has made a mistake?     

Shaughnessy  Meghan  DeFino  Rosalie  Pfaff  Erin  Blunk  Merrie 《Journal of Mathematics Teacher Education》2021,24(4):335-359

Journal of Mathematics Teacher Education - Interactions around unexpected, incorrect, or dis-preferred responses can be powerful sites of learning for both teachers and students. The information...  相似文献