Teachers’ professional knowledge and noticing: The case of multiple representations in the mathematics classroom
Teachers’ professional knowledge and noticing: The case of multiple representations in the mathematics classroom
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教师的专业知识与关注：以数学课堂多重表征为例
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
S. Kuntze
中科院分区：
文献类型：
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作者：
A. Dreher;S. Kuntze
教师通过透镜注意到他们的专业知识和观点。因此，本研究不仅关注教师的注意，而且关注他们的知识和观点，从而深入了解专业知识是如何影响和塑造注意的。作为注意的学科特定的角度，我们选择处理多重表征，因为它们在学习数学中扮演着双重角色：一方面，它们对数学理解至关重要，但另一方面，它们也可能成为学习的障碍。本比较研究考虑了职前和在职教师，以探讨教学经验对此类专业知识、观点和注意力的作用。与会者回答了一份涉及具体知识和观点不同组成部分的调查问卷。为了激发教师的主题性注意，采用了基于小插曲的问题。数据分析主要采用定量方法，但辅以定性深入分析，重点是教师的主题特定注意是如何通过他们的专业知识的不同组成部分通知。研究结果表明，职前和在职教师没有充分理解的关键作用，学习数学的多元表征在他们的学科特定的意义。而在职教师的主题注意力与职前教师有显著的差异。此外，有证据表明，教师的注意到的关键情况下处理多重表征借鉴了现场以及全球知识和观点。
Teachers notice through the lens of their professional knowledge and views. This study hence focuses not solely on teachers’ noticing, but also on their knowledge and views, which allows insight into how noticing is informed and shaped by professional knowledge. As a discipline-specific perspective for noticing we chose dealing with multiple representations, since they play a double role for learning mathematics: On the one hand they are essential for mathematical understanding, but on the other hand they can also be an obstruction for learning. This comparative study takes into account pre-service as well as in-service teachers in order to explore the role of teaching experience for such professional knowledge, views and noticing. The participants answered a questionnaire addressing different components of specific knowledge and views. For eliciting the teachers’ theme-specific noticing, vignette-based questions were used. The data analysis was done mainly by quantitative methods, but was complemented by a qualitative in-depth analysis focusing on how the teachers’ theme-specific noticing was informed by different components of their professional knowledge. The results suggest that pre-service as well as in-service teachers do not fully understand the key role of multiple representations for learning mathematics in the sense of their discipline-specific significance. The participating in-service teachers distinguished themselves however from the pre-service teachers especially regarding their theme-specific noticing. Moreover, the evidence indicates that teachers’ noticing of critical instances of dealing with multiple representations draws on situated as well as on global knowledge and views.