From a Framework to a Lens: Learning to Notice Student Mathematical Thinking
From a Framework to a Lens: Learning to Notice Student Mathematical Thinking
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从框架到镜头：学会关注学生的数学思维
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Blake E. Peterson
中科院分区：
文献类型：
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作者：
Dawn Teuscher;Keith R. Leatham;Blake E. Peterson
教学是一项复杂的奋进，必然要求教师参与某些活动而忽视其他活动。本个案研究主要探讨准教师如何注意学生的数学思维。我们用专业的注意框架（Jacobs，Lamb，& Philipp，in Journal for Research in Mathematics Education 41：169-202，2010）来构建我们对注意的看法，用MOST分析框架（Leatham，Peterson，Stockero，&货车Zoest，in Journal for Research in Mathematics Education 46：88-124，2015）来构建我们对学生数学思维的看法。我们分享的证据表明，一个研究经验，集中未来的教师在一个持续的，激烈的经验，专注于阐明学生的数学思维，通过集中的视频分析影响他们的能力，注意到在那一刻的学生数学思维在他们的学生教学经验。
Teaching is a complex endeavor that necessarily requires teachers to attend to some activities and ignore others. This case study focuses on prospective teachers’ learning to notice student mathematical thinking. We frame our view of noticing with the professional noticing framework (Jacobs, Lamb, & Philipp, in Journal for Research in Mathematics Education 41:169–202, 2010), and our view of student mathematical thinking with the MOST analytical framework (Leatham, Peterson, Stockero, & Van Zoest, in Journal for Research in Mathematics Education 46:88–124, 2015). We share evidence that a research experience that focused prospective teachers in a sustained, intense experience focused on articulating student mathematical thinking through focused video analysis influenced their ability to notice in-the-moment student mathematical thinking during their student teaching experience.