Knowledge Needed by a Teacher to Provide Analytic Scaffolding During Undergraduate Mathematics Classroom Discussions
Knowledge Needed by a Teacher to Provide Analytic Scaffolding During Undergraduate Mathematics Classroom Discussions
复制标题
教师在本科数学课堂讨论中提供分析支架所需的知识
DOI：
10.5951/jresematheduc.40.5.0530
复制
发表时间：
2009
影响因子：
2.8
通讯作者：
J. Wagner
中科院分区：
文献类型：
--
作者：
Natasha M. Speer;J. Wagner
使用案例研究分析和认知理论的方向，我们研究的知识元素，为教学所需的数学家编排全班讨论在本科数学课堂。导师是一位经验丰富的教师和数学研究者，在用传统的讲授方法教授微分方程课程多年之后，首次使用探究式课程来教授微分方程课程。课堂教学和访谈数据的例子表明，尽管有丰富的教学经验，并拥有强大的内容知识，一些教师可能仍然面临挑战时，试图提供分析脚手架移动全班讨论一节课的数学目标。我们还假设了成功使用分析支架所需的几个组件实践。我们的分析侧重于教师的教学内容的知识和专业内容的知识和他的能力，制定这些组件的做法在全班讨论之间的关系。
Using case study analysis and a cognitive theoretical orientation, we examine elements of knowledge for teaching needed by a mathematician to orchestrate whole-class discussions in an undergraduate mathematics classroom. The instructor, an experienced teacher and mathematics researcher, used an inquiry-oriented curriculum to teach a differential equations course for the first time after teaching it with traditional lecture methods for many years. Examples of classroom teaching and interview data demonstrate that, despite having extensive teaching experience and possessing strong content knowledge, some instructors may still face challenges when trying to provide analytic scaffolding to move whole-class discussions toward a lesson’s mathematical goals. We also hypothesize several component practices necessary for the successful use of analytic scaffolding. Our analysis focuses on the relationship between the instructor’s pedagogical content knowledge and specialized content knowledge and his capacity to enact these component practices during whole-class discussions.