Investigating the Relationship Between Professional Noticing and Specialized Content Knowledge

Investigating the Relationship Between Professional Noticing and Specialized Content Knowledge
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调查专业注意与专业内容知识之间的关系

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发表时间：
2017
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通讯作者：
Lara Dick
Lara Dick
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文献类型：
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作者：
Lara Dick

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雅各布斯等人对儿童数学思维的专业关注。 （J Res Math Educ 41(2):169–202, 2010）包括对儿童数学思维的关注和解释，以及决定如何进行教学反应。为了解释孩子的数学思维，教师利用她或他的数学知识进行教学（MKT）（Ball et al. in J Teach Educ 59(5):389–407, 2008）。这项研究的重点是初级职前实习生的 MKT 发展与他们通过分析学生的工作样本来专业地观察学生的数学思维之间的关系。用于同时测量的综合专业注意和 MKT 框架应用于本研究。四名一年级教室的职前实习生参与了这项研究。开发了一系列三个专业学习任务（PLT），重点关注岗前实习生对其学生的多位数加法和减法运算的分析。结果表明，专业内容知识（SCK）是 MKT 的子集，是专业注意的一个组成部分。结果表明，在注重发展 SCK 的环境中，职前实习生可以提高他们对学生数学思维的专业关注度。
Professional noticing of children’s mathematical thinking as conceptualized by Jacobs et al. (J Res Math Educ 41(2):169–202, 2010) includes attention to and interpretation of children’s mathematical thinking, and deciding how to respond instructionally. In order to interpret a child’s mathematical thinking, a teacher draws on her or his mathematical knowledge for teaching (MKT) (Ball et al. in J Teach Educ 59(5):389–407, 2008). This research study focuses on the relationship between elementary preservice interns’ development of MKT and their engagement with professionally noticing their students’ mathematical thinking through analysis of their students’ work samples. An integrated professional noticing and MKT framework for simultaneous measurement is applied to the research study. Four preservice interns placed in a first-grade classroom participated in the study. A sequence of three professional learning tasks (PLTs) focused on the preservice interns’ analysis of their students’ multi-digit addition and subtraction work was developed. Results show specialized content knowledge (SCK), a subset of MKT, as an integral part of professional noticing. The results suggest that in situated contexts focused on developing SCK, preservice interns can increase their engagement with professionally noticing their students’ mathematical thinking.