Effects of a coding intervention on what teachers learn to notice during whole-group discussion
Effects of a coding intervention on what teachers learn to notice during whole-group discussion
复制标题
编码干预对教师在全组讨论中注意的内容的影响
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
M. Stein
中科院分区：
文献类型：
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作者：
Jimmy Scherrer;M. Stein
本文探讨了数学课堂讨论的编码方案，该方案旨在强调教师如何在全班讨论中围绕高水平、认知要求高的任务协商学生的反应，以帮助教师在分析课堂话语时改变他们注意到的内容。提供了一项干预措施的数据，该干预措施培训教师如何使用编码方案，然后为他们提供使用该方案对课堂讨论记录进行编码的机会。结果表明，教师在分析课堂讨论时注意到教师和学生之间互动的能力（而不是专注于一个或另一个参与者）可以得到提高，并且教师可以学会识别教师用来协商学生反应的特定话语动作。然而，教师识别学生学习机会与教师话语动作之间关系的能力并没有因干预而改变。文章接着探讨了干预期间的讨论如何有助于教师学会注意什么。这项研究通过检查使用成绩单和编码方案的可行性和有效性来促进教师注意的工作，以培养教师注意如何增加学生通过数学话语学习的机会的能力。
This article examines how a coding scheme for mathematics classroom discussion that was created to highlight how teachers negotiate student responses during whole-class discussion around high-level, cognitively demanding tasks was used to help teachers shift what they notice when analyzing classroom discourse. Data from an intervention that trained teachers how to use the coding scheme and then provided them opportunities to use the scheme to code transcripts of classroom discussion are presented. Results suggest that teachers’ ability to notice interactions between teacher and students when analyzing classroom discussion (as opposed to focusing on one actor or the other) can be increased and that teachers can learn to identify specific discourse moves teachers use to negotiate student responses. However, teachers’ capacity to identify how students’ opportunities to learn are related to teacher discourse moves did not change as a result of the intervention. The article goes on to examine how discussion during the intervention itself may have contributed to what teachers learned to notice. This research contributes to the body of work on teachers’ noticing by examining the feasibility and efficacy of using transcripts and a coding scheme to foster teachers’ ability to notice how they can increase their students’ opportunities to learn through mathematics discourse.