THE NATURE OF PARTICIPATION AFFORDED BY TASKS, QUESTIONS AND PROMPTS IN MATHEMATICS CLASSROOMS
THE NATURE OF PARTICIPATION AFFORDED BY TASKS, QUESTIONS AND PROMPTS IN MATHEMATICS CLASSROOMS
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数学课堂上的任务、问题和提示所提供的参与的本质
DOI：
10.1080/14794800008520174
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发表时间：
2007
影响因子：
1.3
通讯作者：
A. Watson
中科院分区：
文献类型：
--
作者：
A. Watson
本文报告了一个分析工具，它确定在公共任务，问题和提示的数学课堂的数学启示的发展。其目的是变得更加清晰的数学活动。我已经探索了几个框架，确定学习成果，知识结构，心理活动，教学行动和意图的使用，并发现没有一个让我访问的细节是什么使一个数学课不同于另一个学习者。从使用这些经验，我设计了一个新的分析工具，展开模式的参与提供数学课。这一工具已在几个教学录像上进行了测试，并已被职前教学学生用来分析他们自己的课程。
This paper reports on the development of an analytical instrument which identifies mathematical affordances in the public tasks, questions and prompts of mathematics classrooms. The aim is to become more articulate about mathematical activity. I have explored the use of several frameworks which identify learning outcomes, structures of knowledge, mental actions, teaching actions and intentions and found that none of them give me access to the detail of what makes one mathematics lesson different from another for learners. From the experience of using these I devised a new analytical tool which unfolds patterns of participation afforded in mathematics lessons. This tool has been tested on several videos of lessons, and has been used by pre-service teaching students to analyse their own lessons.