Making the Connection: How Do Mathematicians Learn To Teach? Implications from Research on Teachers and Teaching for Graduate Student Professional Development
Making the Connection: How Do Mathematicians Learn To Teach? Implications from Research on Teachers and Teaching for Graduate Student Professional Development
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建立联系：数学家如何学习教学？
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
O. Hald
中科院分区：
文献类型：
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作者：
Natasha M. Speer;O. Hald
这些研究生被要求描述一个学生在给出这样一个答案时可能在想什么。过了一会儿，问题又被重复了一遍，但没有一个研究生给出可能的解释。然后，坐在房间里的一位教授说：“嗯，这是一个不错的答案。”然后，他解释了这名学生的答案如何表明他对链式规则有相当扎实的理解，但这名学生反复应用了规则，而不是只应用了一次所需的时间。为什么教授可以解释学生做了什么，而研究生却做不到呢？教授比研究生更了解链条规则吗？当研究生完成学业后，他们是否会更多地了解链式规则，然后能够像教授那样理解学生的答案？还是这位教授从多年的经验中知道了其他事情？
The graduate students were asked to describe what a student might have been thinking when producing such an answer. After a few moments, the question was repeated, but none of the graduate students offered a potential explanation. Then, a professor who was sitting in the room said, “Well, it’s not a bad answer.” He then explained how the student’s answer showed a pretty solid understanding of the chain rule, but that the student had applied the rule repeatedly instead of just the one time required. Why could the professor explain what the student had done but the graduate students were unable to do so? Does the professor know more about the chain rule than the graduate students? Will the graduate students know more about the chain rule when they finish their degrees and then be able to make sense of students’ answers in the way the professor was able to? Or does the professor know other things from years of experience?