Teaching Inquiry to High School Teachers Through the Use of Mathematics Action Research Projects
Teaching Inquiry to High School Teachers Through the Use of Mathematics Action Research Projects
复制标题
通过数学行动研究项目对高中教师进行教学探究
DOI：
10.1080/10511970.2016.1199616
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Nathaniel Miller
中科院分区：
文献类型：
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作者：
Nathaniel Miller
摘要本文描述了在在职中学教师的硕士课程中，使用数学行动研究项目(ARP)作为顶峰经验来代替硕士论文。ARP包括两个主要部分：(I)每个教师参与者在一个与他们在一个课堂上教授的材料以某种方式联系在一起的主题上进行对他们来说是新的数学研究；(Ii)每个教师参与者还创造与他们所做的数学研究相关的课堂创新，并在他们自己的课堂上实施。在过去的三年里，十名教师参与者与作者一起完成了这样的Arps。在完成ARP的过程中，教师参与者不仅学习如何自己进行数学探究，而且大多数情况下还选择实施某种基于探究的课堂创新，使他们能够与自己的学生分享一些经验。这种课程结构鼓励教师决定尝试更多的探究式教学方法，同时也为他们提供了成功做到这一点的知识和工具。
Abstract This paper describes the use of Mathematics Action Research Projects (ARPs) as a capstone experience in lieu of a Master’s Thesis in a Master’s program for in-service secondary teachers. The ARPs include two primary components: (i) each teacher participant conducts mathematical research that is new to them on a topic that is connected in some way to the material they teach in one of their classes; and (ii) each teacher participant also creates an in-class innovation related to the mathematical research they have been doing, and implements it in their own classroom. Ten teacher participants have completed such ARPs with the author over the last 3 years. In completing their ARPs, teacher participants not only learn how to conduct mathematical inquiry themselves, but also most often choose to implement some kind of inquiry-based classroom innovation that allows them to share some of this experience with their own students. This course structure has had the effect of encouraging teachers to decide to try more inquiry-based teaching methods, and at the same time, has given them the knowledge and tools to be successful in doing so.