Teachers’ guidance of students’ focus toward lesson objectives: how does a competent teacher make decisions in the key interactions?
Teachers’ guidance of students’ focus toward lesson objectives: how does a competent teacher make decisions in the key interactions?
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教师引导学生聚焦教学目标：一个称职的教师如何在关键互动中做出决策？
DOI：
10.1007/s11858-022-01345-7
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发表时间：
2022
影响因子：
3
通讯作者：
Keiko Hino & Yuka Funahashi
中科院分区：
文献类型：
--
作者：
Saiki Yoshitaka;Takahasi Hiroki;Yorke James A;Keiko Hino & Yuka Funahashi
在本文中，我们描述了教师如何在与学生互动过程中做出决定，以引导他们的注意力集中在教师心目中的课程目标上。特别是，在本文中，我们探讨了如何数学教师的知识与教师的注意技能和互动行动。我们提出的情况下，一个称职的日本教师，T先生，在一系列的九个教训比较分数在五年级的教室。我们首先来看看T先生是如何组织课程和互动的，以帮助学生在解释如何比较分数时，将注意力从程序方面转移到定量方面。然后，我们分析了T先生如何解释学生的反应，并作出决定，他的互动行动在两个教训。结果表明，T老师通过反复启发学生的想法，围绕考试对象来组织整堂课。对三个小插曲的详细分析表明，T先生在关注和解释学生口头和书面形式的思维时，不断参考课程目标。此外，他还努力根据学生的反应调整自己最初的决定。这些过程中注意到学生的数学思维是可能的，他广泛的内容知识和教学内容的知识，特别是他的图形表示的知识有显着的影响，他的决策。
In this paper we describe how a teacher makes decisions during interaction with students in order to guide their focus towards the lesson’s objectives that the teacher has in mind. In particular, in the paper we examine how a mathematics teacher’s knowledge connects with the teacher’s noticing skill and interactive action. We present the case of a competent Japanese teacher, Mr. T, during a series of nine lessons on comparing fractions in a fifth-grade classroom. We first look at how Mr. T structured the lessons and interactions to help the students shift their focus from the procedural aspects to the quantitative aspects, when generating their explanations concerning how to compare fractions. Then, we analyze how Mr. T interpreted the students’ responses and made decisions about his interactive actions in the two lessons. The results show that Mr. T structured the entire lessons by repeatedly eliciting students’ ideas and focusing on the object of examination. Detailed analysis of three vignettes shows Mr. T’s constant reference to the lesson objectives when attending to and interpreting the students’ thinking both in verbal and written form. Furthermore, he strove to adjust his initial decisions according to the students’ reactions. These processes of noticing the students’ mathematical thinking were made possible by his extensive content knowledge and pedagogical content knowledge; in particular, his knowledge of figural representation had a significant influence on his decision-making.