A collaborative inquiry to promote pedagogical knowledge of mathematics in practice
A collaborative inquiry to promote pedagogical knowledge of mathematics in practice
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DOI：
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发表时间：
2015-05
影响因子：
1.4
通讯作者：
A. Moghaddam;Mohammad Reza Sarkar Arani;Hiroyuki Kuno
中科院分区：
文献类型：
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作者：
A. Moghaddam;Mohammad Reza Sarkar Arani;Hiroyuki Kuno
本研究旨在探讨国小数学教师透过课程研究所进行的专业发展合作循环。本文探讨了一种以提高教师的教育学知识为目的的课堂研究实践。本研究采用民族志的方法，探讨如何合作教学的适应性课程研究框架内可能会改变教与学的过程。更明确地说，本研究着眼于课程研究如何影响数学教学，以及它如何帮助教师从他们的同龄人在一个话语校本设置学习。该研究表明，教师在处理学生问题时需要有更高的目标，并在他们的数学问题中使用更多的日常生活场景。特别是在课堂研究中，可以帮助教师提高教学质量，促进学生学习。此外，它也可以作为传统专业发展计划的有效替代方案。
The present study attempts to report a collaborative cycle of professional development in teaching elementary school mathematics through lesson study. It explores a practice of lesson study conducted by teachers aiming to improve their knowledge of pedagogy. The study adopts an ethnographic approach to examine how collaborative teaching within an adapted lesson study framework might change the teaching-learning process. More explicitly, the present research looks at how lesson study influences teaching mathematics and how it helps the teachers learn from their peers in a discursive school-based setting. The study suggests that teachers need to aim high when dealing with students, and use more daily life situations in their math problems. It also particularly reveals that lesson study could have the potential to help teachers promote their teaching and boost students' learning. Furthermore, it might also be used as an effective alternative to traditional professional development programs.