Learning about learner errors in professional learning communities
Learning about learner errors in professional learning communities
复制标题
了解专业学习社区中学习者的错误
DOI：
10.1007/s10649-013-9507-1
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发表时间：
2014
影响因子：
3.2
通讯作者：
K. Brodie
中科院分区：
文献类型：
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作者：
K. Brodie
数学教育中学习者错误的研究开始关注教师如何学习识别和参与这些错误背后的推理。对专业学习共同体的研究开始表明，它们为持续的教师合作和学习提供了强大的机会。在本文中，我将这两个研究领域结合起来。从一个专业的学习社区的数据知情的实践改进项目的数据，我展示了教师在这个社区来理解学习者错误的关键概念，并改变他们的方式谈论学习者错误。我确定了三个重要的转变，教师在他们的学习有关学习者的错误：从识别到解释错误;从解释从事错误;和从专注于学习者的错误，以专注于自己的知识。我认为，这三个转变意味着教师对学习者错误的思考不断深化。
Research on learner errors in mathematics education is beginning to focus on how teachers can learn to identify and engage with the reasoning behind these errors. Research on professional learning communities is beginning to show that they present powerful opportunities for on-going teacher collaboration and learning. In this paper, I bring the two areas of research together. Drawing on data from one professional learning community in the Data Informed Practice Improvement Project, I show how teachers in this community came to understand key concepts about learner errors and shifted their ways of talking about learner errors. I identify three important shifts that the teachers made in their learning about learner errors: from identifying to interpreting errors; from interpreting to engaging errors; and from focusing on learner errors to focusing on their own knowledge. I argue that these three shifts suggest a deepening of teachers’ thinking in relation to learner errors.