Contradictions, dialectical oppositions and shifts in teaching mathematics
Contradictions, dialectical oppositions and shifts in teaching mathematics
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数学教学中的矛盾、辩证对立与转变
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Jeppe Skott
中科院分区：
文献类型：
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作者：
Konstantinos Stouraitis;D. Potari;Jeppe Skott
本文所报道的研究关注的是教师在将一套新的以改革为导向的课程材料引入课堂时所经历的紧张和冲突。我们的重点是在一学年的一段时间内，在两所学校的两组教师之间发展的互动。我们运用活动理论来研究新出现的矛盾，并详细阐述辩证对立的结构，以了解这些矛盾的本质及其对教师学习的潜在影响。我们提供的证据表明，两组中关于矛盾及其辩证特征的讨论支持教师以不同的方式从事数学教学和学习，并在课堂上演变的实践中发挥转变的潜力。我们的研究在数学教学的背景下解决了经验的哲学主张，即矛盾的作用是任何动态系统的驱动力。
The study reported in this paper concerns the tensions and conflicts that teachers experience while they enact a new set of reform-oriented curricular materials into their classrooms. Our focus is οn the interactions developed in two groups of teachers in two schools for a period of a school year. We use Activity Theory to study emerging contradictions and we elaborate on the construct of dialectical opposition to understand the nature of these contradictions and their potential for teacher learning. We provide evidence that discussions about contradictions and their dialectical character in the two groups support teachers to engage differently in mathematics teaching and learning and carry potentials for shifts in the practices that evolve in their classrooms. Our study addresses empirically in the context of mathematics teaching the philosophical claim about the role of contradictions as a driving force for any dynamic system.