Similarities and differences in teachers' questioning in German and・Japanese mathematics classrooms
Similarities and differences in teachers' questioning in German and・Japanese mathematics classrooms
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德国、日本数学课堂上教师提问的异同
DOI：
10.1007/s11858-012-0482-2
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Yuka Koizumi
中科院分区：
文献类型：
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作者：
Kazuto Noda;Norio Kawakami;Robert Peters;Thomas Pruschko;Yuka Koizumi
本研究的目的是捕捉德国和日本数学课堂上教师提问的相似性和差异，特别是在引入新的数学内容的阶段。作者分析了连续的数学课堂教学经验丰富的教师在德国和日本，谁是招聘的基础上，他们当地定义的“教学能力”的学习者的观点研究。结果显示，即使是要求学生回忆以前学习过的内容或提供计算结果的问题，在以前的研究中被认为是较低的认知问题，在德国和日本的课堂上引入新的数学内容的阶段也发挥了关键作用。此外，教师提问的序列中的独特模式被确定。这些差异表明，在每个教育体系中，什么是高质量的数学教学。
This study aims to capture similarities and differences in teachers’ questioning in German and Japanese mathematics classrooms, specifically focusing on the stage of introducing new mathematical content. The author analyzed consecutive mathematics classes taught by experienced teachers in Germany and Japan, who were recruited based on their locally defined “teaching competence” in the Learner’s Perspective Study. The results revealed that even questions that required students to recall previously learned content or provide the results of a calculation, which were regarded as lower cognitive questions in previous studies, played key roles at the stage of introducing new mathematical content in both German and Japanese classrooms. Further, distinctive patterns in the sequences of teachers’ questioning were identified. These differences suggest what is valued as quality mathematics teaching in each educational system.