Exploring Reform Ideas for Teaching Algebra: Analysis of Videotaped Episodes and of Conversations About Them
Exploring Reform Ideas for Teaching Algebra: Analysis of Videotaped Episodes and of Conversations About Them
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探索代数教学改革思路：录像片段及对话分析
DOI：
10.1007/978-90-481-3990-3_10
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
Shulamit Elikan
中科院分区：
文献类型：
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作者：
Michal Yerushalmy;Shulamit Elikan
本章探讨了从事代数改革探究的教师的学习经历。本章描述了使用视频片段来分析通过教学获得的学习实践的两种方法。首先，我们对两个情节进行了比较分析，这两个情节涉及由同一位学生、同一位老师在两年内教授的全组讨论期间的引导探究。通过量化学生和教师所做的“启动-响应-评估”陈述来分析所获得的实践。该分析揭示了实践和规范随着时间的推移而发生的变化。其次，我们使用相同的两个视频片段对两组教师对视频片段的反思进行定性比较分析。一组参与者由从事相同改革代数课程教学的教师组成，第二组参与者由使用传统中学代数教学方法的代数教师组成。这些事件促使第一组分析新学到的实践给他们带来的紧张和困境。第二组参与者的主要尝试是以符合他们实践的方式“修复”他们所认为的现实。
This chapter explores the learning experienced by teachers engaged in algebra reform inquiry. The chapter describes two ways of using video episodes in the analysis of learning practices acquired through teaching. First, we perform a comparative analysis of two episodes that involve guided inquiry during whole-group discussion by the same students, taught by the same teacher at a distance of two years. Acquired practices are analyzed by quantifying “initiation–response–evaluation” statements made by the students and the teacher. The analysis sheds light on changes in practices and norms taking place over time. Second, we use the same two video episodes in a qualitative comparative analysis of two groups of teachers reflecting on the video episodes. One group of participants consists of teachers engaged in teaching the same reform algebra curriculum, the second of algebra teachers using traditional methods of teaching algebra in secondary school. The episodes motivated the first group to analyze their own tensions and dilemmas that the newly learned practices introduced. The major attempts of participants of the second group were to “fix” what they perceived to be the reality in ways that coincided with their practices.