Comparing Knowledge Bases and Reasoning Structures in Discussions of Mathematics and Pedagogy
Comparing Knowledge Bases and Reasoning Structures in Discussions of Mathematics and Pedagogy
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数学和教育学讨论中知识库和推理结构的比较
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发表时间：
2005
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通讯作者：
Michael D. Steele
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作者：
Michael D. Steele
在教学过程中，教师既要学习数学知识，又要学习教育学知识。以实践为基础的材料为教师提供了在教学背景下对数学和教育学进行推理的机会。在数学领域中，存在着解释和推理的公认系统;逻辑、过程和表示都是数学的实例，在数学领域中具有共同的意义。与此相反，在教育学领域内，并没有一个公认的结构良好的推理系统;相反，它是一种内在的解释行为。本文通过对一个以实践为基础的教师教育课程中关于数学和教育学的论述的考察，探讨了知识基础和推理的差异。数学对话的特点是更深入的对话，更多的挑战，以及对先前主张的更多回应。教学对话更密集，有更多合格的陈述和更多来自个人价值观或观点的证据。教师教育和专业发展经验的设计的影响。
While teaching, teachers need to access both their knowledge of mathematics and knowledge of pedagogy. Practice-based materials afford teachers opportunities to reason about both mathematics and pedagogy within the context of teaching. Accepted systems exist for explaining and reasoning in the domain of mathematics; logic, procedures, and representations all serve as instances of mathematics that bear common meaning in the domain. In contrast, there is not an accepted well-structured system for reasoning within the domain of pedagogy; rather, it is an inherently interpretive act. This paper explores differences in knowledge bases and reasoning by examining discourse about mathematics and pedagogy in a practice-based teacher education course. Mathematics conversations featured greater depth of conversation, more challenges, and more echoes of previous claims. Pedagogical conversations were denser and featured more qualified statements and more evidence from personal values or opinions. Implications for the design of teacher education and professional development experiences are presented.