Investigating the Guidance Offered to Teachers in Curriculum Materials: The Case of Proof in Mathematics
Investigating the Guidance Offered to Teachers in Curriculum Materials: The Case of Proof in Mathematics
复制标题
调查课程材料中向教师提供的指导：以数学证明为例
DOI：
10.1007/s10763-007-9074-y
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发表时间：
2007
影响因子：
2.2
通讯作者：
G. Stylianides
中科院分区：
文献类型：
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作者：
G. Stylianides
尽管普遍认为证明应该是所有学生数学经验的核心，但许多学生表现出很差的证明能力。课程在提高学生的证明能力方面发挥着重要作用：教师决定在课堂上实施什么，以及如何实施，是通过他们使用的课程材料来调节的。然而，很少有研究集中在如何证明是促进数学课程材料，更具体地说，对指导课程材料提供给教师制定的证明机会，在课程设计。本文提出了一种分析方法，可用于检查的指导课程材料提供给教师在他们的课堂上实施的课程设计的证明机会。此外，它提出了从应用这种方法来分析一个流行的美国改革为基础的数学课程的研究结果。课程设计和研究的影响进行了讨论。
Despite widespread agreement that proof should be central to all students’ mathematical experiences, many students demonstrate poor ability with it. The curriculum can play an important role in enhancing students’ proof capabilities: teachers’ decisions about what to implement in their classrooms, and how to implement it, are mediated through the curriculum materials they use. Yet, little research has focused on how proof is promoted in mathematics curriculum materials and, more specifically, on the guidance that curriculum materials offer to teachers to enact the proof opportunities designed in the curriculum. This paper presents an analytic approach that can be used in the examination of the guidance curriculum materials offer to teachers to implement in their classrooms the proof opportunities designed in the curriculum. Also, it presents findings obtained from application of this approach to an analysis of a popular US reform-based mathematics curriculum. Implications for curriculum design and research are discussed.