Examining Change in Teacher Mathematical Knowledge Through Lesson Study
Examining Change in Teacher Mathematical Knowledge Through Lesson Study
复制标题
通过课堂学习检验教师数学知识的变化
DOI：
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复制
发表时间：
2011
期刊：
影响因子：
--
通讯作者：
J. Moss
中科院分区：
文献类型：
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作者：
D. Tepylo;J. Moss
本研究以国小教师为例，探讨国小教师数学知识的教学模式。课程研究成绩单，前和后的采访，并大声说话分数评估进行了分析，以确定教师的学习和课程研究机制，有助于教师的变化。转录的视频数据的分析发现，在规划过程中的重大数学问题的讨论，导致数学学习和考试的学生的理解，在所有阶段的课程研究开发教师的数学知识，扩大通过连续的课程规划，观察和反思。从这个有限的，但详细的研究所产生的影响进行了探讨。
Using the case of teachers investigating how to teach fractions, this study introduces a methodology for examining the mechanisms through which lesson study affects teacher mathematical knowledge. Lesson study transcripts, pre and post interviews, and talk-aloud fraction assessments were analyzed to identify teacher learning and the lesson study mechanisms that contribute to teacher change. Analysis of the transcribed video data found that discussions of significant mathematical problems during planning led to mathematical learning and that examinations of student understandings during all phases of lesson study developed teacher mathematical knowledge which expanded through successive lesson planning, observation and reflection. Implications arising from this limited but detailed study are explored.
DOI：
10.1037//0003-066x.46.6.606
发表时间：
1991
期刊：
The American psychologist
影响因子：
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作者：
Siegler,RS;Crowley,K
通讯作者：
Crowley,K