Task-Based Interviews in Mathematics Education
Task-Based Interviews in Mathematics Education
复制标题
数学教育中的任务型访谈
DOI：
10.1007/978-3-030-15789-0_147
复制
发表时间：
2020
期刊：
影响因子：
--
通讯作者：
R. Sigley
中科院分区：
文献类型：
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作者：
C. Maher;R. Sigley
大学数学教学实践研究是大学数学教育研究中一个快速发展的领域——这个领域在 20 世纪 80 年代和 1990 年代主要以数学思维、学习和学习者的研究为主（Tall 1991），并逐渐认可对教师、学习者和机构的平衡关注（Artigue 2016）。这种重新关注和增长的部分原因是大学，特别是数学系，开始应对不断变化的学生人口、学校和大学数学在课程和教学法方面日益扩大的差距、大学数学教师可用的资源、数字资源和其他资源不断变化的格局，以及最后但同样重要的高等教育机构向公共问责制的重大转变(Holton 2001)。改进教学的动力集中在以讲座为导向、互动或探究为导向的教学形式，以及让大学数学教师反思其教学实践的研究，从而提高他们的教学意识，并为他们提供教学改革的激励和工具。接下来的三个部分反映了这些研究重点。
The study of mathematics teaching practices at university level is a rapidly developing area of university mathematics education research–a field which was largely dominated by studies of mathematical thinking, learning, and learners in the 1980s and 1990s (Tall 1991) and which has been gradually endorsing a balanced focus on the teacher, the learner, and the institution (Artigue 2016). This renewed focus and growth came about partly as universities, and mathematics departments in particular, started to respond to changing student demographic, the growing gap between school and university mathematics in terms of curriculum and pedagogy, the changing landscape of resources, digital and other, available to the university mathematics teacher and, last but, by far, not least, the major shift towards public accountability of higher education institutions (Holton 2001). The momentum towards improving instruction has centered on both lecture-oriented and interaction or inquiryoriented teaching formats, as well as on research which engages university mathematics teachers with reflection on their teaching practice and thus raises their pedagogical awareness and equips them with the incentives and tools for pedagogical reform. The three sections that follow mirror these research foci.