Unpacking Online Asynchronous Collaboration in mathematics teacher education
Unpacking Online Asynchronous Collaboration in mathematics teacher education
复制标题
解析数学教师教育中的在线异步协作
DOI：
--
复制
发表时间：
2012
期刊：
影响因子：
--
通讯作者：
David J. Fischer
中科院分区：
文献类型：
--
作者：
Ellen L. Clay;J. Silverman;David J. Fischer
我们报告了一个扩展的研究和开发项目的一个方面，该项目旨在通过参与和真实参与在线协作解决数学问题来支持教师发展数学教学(MKT)代数知识。本文对我们最近的工作进行了扩展，成功地开发了一个远程支持教师数学发展的模型，该模型显示出支持教师MKT显著收获的巨大希望。具体地说，这种事后分析包括对教师活动内容和产生的人工制品的定性、微观水平的分析，并帮助我们了解各种协作活动(互动、教师支持和反馈以及技术的具体组合)如何支持和/或限制在线环境中MKT代数的发展。
We report on one aspect of an extended research and development project that was conducted to support teachers’ development of mathematical knowledge for teaching (MKT) algebra through participation and authentic engagement in online collaborative mathematical problem solving. This article expands on our recent work, which has succeeded in developing a model for supporting teachers’ mathematical development at a distance that has shown great promise for supporting significant gains in teachers’ MKT. Specifically, this ex-post-facto analysis consisted of qualitative, micro-level analysis of the content of teachers’ activity and generated artifacts and helps us understand how the various collaborative activities (specific combinations of interaction, instructor support and feedback, and technology) supported and/or constrained the development of MKT algebra in an online environment.