Mathematics teachers' learning: a conceptual framework and synthesis of research
Mathematics teachers' learning: a conceptual framework and synthesis of research
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DOI：
10.1007/s10857-013-9245-4
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发表时间：
2014-02-01
影响因子：
2.1
通讯作者：
Lewis, Catherine C.
中科院分区：
文献类型：
--
作者：
Goldsmith, Lynn T.;Doerr, Helen M.;Lewis, Catherine C.
实践中的数学教师如何继续发展知识和思维习惯，使他们能够教好，并随着时间的推移提高他们的教学？教师如何学习（以及学习什么）的问题是为所有学生提供高质量数学教学的关键。本文回顾了1985年至2008年期间撰写的106篇与数学教师专业学习相关的文章。本文以Clarke和Hollingsworth（Teach Teach Educ 18（8）：947-967，2002）的教师成长动态模型为指导，对这一研究进行了综合。他们的模型强调了教师学习的递归性，并认为教师知识和实践的一个方面的增长可能会促进其他方面的后续增长。我们报告的结果在六个主要领域的教师学习，确定几个横向主题的文献，并提出建议，为未来的研究，旨在了解教师的专业学习。
How do practicing mathematics teachers continue to develop the knowledge and habits of mind that enable them to teach well and to improve their teaching over time? The question of how (and what) teachers learn lies at the crux of any effort to provide high-quality mathematics teaching for all students. This article reviews 106 articles written between 1985 and 2008 related to the professional learning of practicing teachers of mathematics. We offer a synthesis of this research, guided by Clarke and Hollingsworth's (Teach Teach Educ 18(8):947-967, 2002) dynamic model of teacher growth. Their model emphasizes the recursive nature of teachers' learning and suggests that growth in one aspect of teachers' knowledge and practice may promote subsequent growth in other areas. We report the results in six major areas of teacher learning, identify several crosscutting themes in the literature, and make recommendations for future research aimed at understanding teachers' professional learning.