Beyond Being Told Not to Tell
Beyond Being Told Not to Tell
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除了被告知不要告诉之外
DOI：
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发表时间：
1999
期刊：
影响因子：
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通讯作者：
D. Ball
中科院分区：
文献类型：
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作者：
D. Chazan;D. Ball
在过去的几年里，我们一直在发展和研究教学实践，通过我们自己的努力，教学校数学。鲍尔的工作一直在初级水平，在三年级，和Chazan的在中学水平，十年级及以上，在代数I。在我们的教学中，我们一直在努力，除其他事项外，创造机会，在美国国家理事会的数学教师标准（NCTM，1989年，1991年）设想的那种课堂讨论。与此同时，我们一直在探索这种做法的复杂性。通过使用我们的教学作为一个网站的研究，并作为一个来源，制定一个批评，需要什么样的方式来教改革者促进，我们有机会获得一个特殊的“内部”的教师的目的和推理的感觉，超出了这一点，研究人员可能有。[1]本文源于对当前数学教育话语中教师角色的无奈讨论--
For the past several years, we have been developing and studying teaching practices through our own efforts to teach school mathematics. Ball's work has been at the elementary level, in third grade, and Chazan's at the secondary level, grade ten and above, in Algebra I. In our teaching, we have been attempting, among other things, to create opportunities for classroom discussions of the kinds envisioned in the US National Council for Teachers of Mathematics Standards (NCTM, 1989, 1991). At the same time, we have been exploring the complexities of such practice. By using our teaching as a site for research into, and as a source for formulating a critique of, what it takes to teach in the ways reformers promote, we have access to a particular 'insider' sense of the teacher's purposes and reasoning, beyond that which a researcher might have. [1] This article originated with frustration at current math education discourse about the teacher's role in discussion-