Teachers’ knowledge of student mathematical thinking in written instructional products
Teachers’ knowledge of student mathematical thinking in written instructional products
复制标题
教师在书面教学产品中对学生数学思维的了解
DOI：
10.1007/s10857-020-09476-y
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发表时间：
2020
影响因子：
2.1
通讯作者：
Michelle Wagner
中科院分区：
文献类型：
--
作者：
D. Corey;Steven R. Williams;E. Monroe;Michelle Wagner
在日本，教案作为教师教学知识的存储和共享的主要载体的成功运用，促使美国研究者呼吁开发通过教学产品共享教师知识的系统，以提高教师实施高质量教学的能力，并建立教学知识库。这些产品将由教师创建，并供教师用于指导教学，从而建立和分享教师的教学知识。在这项研究中，我们试图描述教师知识的一个方面，这是建立一个知识基础的教学，学生的数学思维知识的中心。我们分析了来自美国和日本的十个书面教学产品，以更好地了解学生的数学思维知识可以在这些产品中共享。我们还研究了学生数学思维的知识是如何用来指导和证明教学决策。一个关键的发现是，在最好的书面教学产品中分享的学生数学思维的知识是特定于一个任务或数学主题的，随着对多种解决方案或推理方式的描述而变化，并且非常详细地使知识对教师有用。
The successful use of lesson plans as the primary vehicle for storing and sharing teachers’ instructional knowledge in Japan has given impetus to calls by US researchers for the development of a system for sharing teachers’ knowledge through instructional products to improve teachers’ capacity to implement high-quality instruction and to build a knowledge base for instruction. These products would be created by, and for, teachers to use in guiding instruction, thus building and sharing teachers’ instructional knowledge. In this study, we try to characterize one aspect of teacher knowledge that is central in building a knowledge base for instruction, knowledge of student mathematical thinking. We analyze ten written instructional products from the USA and Japan to better understand what knowledge of student mathematical thinking can be shared in such products. We also look at how knowledge of student mathematical thinking is used to guide and justify instructional decisions. One key finding is that the knowledge of student mathematical thinking shared in the top written instructional products isspecificto a task or mathematical topic,variedwith descriptions of multiple solutions or ways of reasoning, and sufficientlydetailedto make the knowledge usable for teachers.