Paradidactic infrastructure for sharing and documenting mathematics teacher knowledge: a case study of "practice research" in Japan
Paradidactic infrastructure for sharing and documenting mathematics teacher knowledge: a case study of "practice research" in Japan
复制标题
DOI：
10.1007/s10857-017-9394-y
复制
发表时间：
2019-06-01
影响因子：
2.1
通讯作者：
Winslow, Carl
中科院分区：
文献类型：
--
作者：
Miyakawa, Takeshi;Winslow, Carl
日本课程研究于20世纪90年代末传入西方。某些广泛传播的出版物和课堂视频，以及关于学生成绩的国际调查报告，使许多人认为日本的数学教学具有高度的创造性和有效性，课程学习是一个主要的解释因素。因此，许多国家已作出大量努力，让数学教师参与课堂学习。在本文中，我们认为，课程研究只是日本发展教师知识的综合基础设施的一个要素，无论是个人的还是共享的，如果孤立地看待，这个基础设施中任何特定要素的功能和运作都不能完全理解。在本文中，我们对这些基础设施要素如何以关键方式相互作用进行了系统（制度）分析。具体来说，我们研究了两种情况，其中教师的实践研究明显受到其他基础设施条件的激励和支持，例如在地区教师会议和出版物中展示结果的可能性。此外，课程规划中创造性部分的一个核心先决条件是一个更有限的活动：耐心地研究和讨论数学任务和材料。该活动也得到基础设施元素的关键支持。
Japanese lesson study was introduced to the West in the late 1990s. Certain widely disseminated publications and classroom videos, and also reports on international surveys of students achievement, led many to consider that Japanese mathematics teaching is highly creative and effective, with lesson study as a main explanatory factor. As a result, substantial efforts have been deployed in many countries to engage mathematics teachers in lesson study. In this paper, we argue that lesson study is but one element of a comprehensive Japanese infrastructure for developing teacher knowledge, both personal and shared, and that the functions and workings of any particular element in this infrastructure cannot be fully understood when viewed in isolation. In this paper, we offer a systemic (institutional) analysis of how these infrastructure elements interact in crucial ways. Specifically we study two episodes where a teacher's practice research is clearly motivated and supported by other infrastructural conditions, such as the possibility to present the outcomes at a regional teacher conference, and in a publication. Moreover, a central prerequisite for the creative part of lesson planning is a much more limited activity: the patient study and discussion of mathematical tasks and materials. This activity is also crucially supported by elements of the infrastructure.