Mathematics teacher noticing: seeing through teachers’ eyes
Mathematics teacher noticing: seeing through teachers’ eyes
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数学老师的注意：通过老师的眼睛看
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
D. Wright
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文献类型：
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作者：
D. Wright
混凝土本报告简要介绍了这一分析的方法（两页），但文字记录很详细（如上文摘录所示），每份文字记录都附有理论叙述。我认为这本书结构很好;章节“流动”，我没有意识到，就像我有时对书所做的那样，思考“这有什么意义？”(the我正在阅读的部分）。有几十幅学生（和教师）在工作中的详细图纸，这些图纸对理解认知和情感之间的相互作用很重要，eidogg，图3.7（64）的标题是，“珍妮，右，使用手势来定位和指向;马里奥用双手握住他的头，有时好像在绝望中（第168回合）。然而，这本书可以在细节层面上进行批评。每本书都有错别字，但这本书有相当多的错别字，而且文中的很多引文都没有列在参考文献中。除此之外，还有一些情况下，对研究提出了论点，但没有提供细节，例如，”学前儿童的研究显示。. .’’(140)，但没有提供任何显示这一点的出版物的参考。在序言或袖注中没有任何内容可以暗示这本书的预期读者。第1章可以作为一个独立的阅读的硕士生的研讨会活动理论。第二章至第四章可以（也许经过一些简化）为基础，与职前或在职数学教师深入讨论教与学的情况。这本书，在我看来，是针对学者和研究学生感兴趣的社会文化方法，数学学习和教学在课堂上。因此，它是大学图书馆的“必需品”。
concrete. The methodology for this analysis is presented briefly (two pages), but the transcripts are detailed (as can be seen in the extract above), and each transcript is accompanied with a theoretical narrative. I consider that the book is well structured; the chapters ‘flow’ and I had no sense, as I sometimes do with books, of thinking ‘‘what is the relevance of this?’’ (the part I am reading). There are dozens of detailed drawings of students (and teachers) at work, which are important for understanding of the interaction between cognition and emotion, e.g., Figure 3.7 (64) is titled, ‘‘Jeanne, right, uses gestures to orient and point; Mario for considerable stretches holds his head with both hands, sometimes as if in desperation (turn 168).’’ The book can, however, be criticised at the level of detail. Every book has typos, but there are quite a few in this one, and lots of citations in the text are not listed in the References. Further to this, there are occasions where arguments are made about research but no details are provided, e.g., ‘‘research among pre-school children shows . . .’’ (140), but no reference to any publication showing this is provided. There is nothing in the preface or sleeve notes to suggest the intended audience of this book. Chapter 1 could work as a stand alone reading for masters students for a seminar on activity theory. Chapters 2 to 4 could (perhaps with some simplification) form the basis for in-depth discussion of teaching and learning situations with pre-service or in-service mathematics teachers. The book, in my opinion, is aimed at academics and research students interested in socio-cultural approaches to mathematical learning and teaching in the classroom. As such it is a ‘must’ for university libraries.