Exploring how understandings from abstract algebra can influence the teaching of structure in early algebra
Exploring how understandings from abstract algebra can influence the teaching of structure in early algebra
复制标题
探索抽象代数的理解如何影响早期代数的结构教学
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Nicholas H. Wasserman
中科院分区：
文献类型：
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作者：
Nicholas H. Wasserman
在围绕教学专业知识库的讨论中，将教学知识与教学实践联系起来的实证工作变得越来越重要。本文旨在继续这项工作，报告一位小学数学教师的探索性案例研究。这项研究的目的是探索如何向教师介绍高等数学，特别是抽象代数的思想，可能会启发和影响他们在教授早期代数关于算术结构的主题时的教学实践。研究结果表明，教学实践确实发生了变化，特别是在更明确地将早期代数中的结构与学生结合在一起的方式，并培养了对这些想法的更多推理和意义创造。讨论了对数学教师教育的启示。
Empirical work connecting content knowledge to teaching practice has become increasingly important in discussions around a professional knowledge base for teaching. This paper aims to continue that work, reporting a single exploratory case study of one elementary mathematics teacher. The purpose of the study was to explore how introducing teachers to advanced mathematics, particularly ideas in abstract algebra, might inform and influence their instructional practices for teaching early algebra topics about arithmetic structure. The findings indicate that instructional practices did change, especially in ways that more explicitly incorporated structure in early algebra with students, and fostered increased reasoning and sense-making about these ideas. Implications for mathematics teacher education are discussed.