The mathematical knowledge and beliefs of elementary mathematics specialist-coaches
The mathematical knowledge and beliefs of elementary mathematics specialist-coaches
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DOI：
10.1007/s11858-013-0559-6
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发表时间：
2014-04-01
影响因子：
3
通讯作者：
Malkus, N. N.
中科院分区：
文献类型：
--
作者：
Campbell, Patricia F.;Malkus, N. N.
本文报道了在美国进行的一个大型研究项目的一个方面，该项目设计并实施了一个小学数学，专家教练准备计划，并评估了合格的专家教练对学生成绩的影响。本文讨论了一个教练的概念框架，在这个框架中，专家教练是作为学校实践社区的“更有知识的其他人”，最终影响教师的知识和专业实践以及学校的整个数学课程。专家教练在这项艰巨的任务中面临着独特的机遇和挑战，本文讨论了一个旨在培养受人尊敬的教师向专家教练的角色和责任过渡的项目。报告分析了专家教练在准备计划期间和专家教练在学校服务的第一年对数学内容知识、数学教学知识和数学教学信念的变化。在准备过程中，这些专业教练的数学内容知识不断增长，他们的信念与“Making Sense”的观点更加一致，并且他们的变化状态持续了2-3年的专业教练服务。关于专家教练的数学知识用于教学的证据是混合的，但表明增长发生在准备计划和他们执教的第一年，在接下来的几年里稳定下来。
This paper reports on one aspect of a larger research project conducted in the United States that designed and implemented an elementary mathematics, specialist-coach preparation program and evaluated the effect of qualified specialist-coaches on student achievement. The paper discusses a conceptual framework for coaching in which a specialist-coach is to serve as a "more knowledgeable other'' for a community of practice in a school, and ultimately to impact both the knowledge and professional practice of teachers and the school's mathematics program as a whole. Specialist-coaches have unique opportunities and challenges in this daunting task, and the paper discusses one program designed to prepare well-respected teachers for the transition to the role and responsibilities of a specialist-coach. The reported analyses document changes in specialist-coaches' mathematical content knowledge, mathematical knowledge for teaching, and beliefs regarding mathematics teaching and learning over the preparation program and during the specialist-coaches' first years of service in a school. These specialist-coaches' mathematical content knowledge grew and their beliefs became more aligned with a Making Sense perspective during the preparation program, and their changed state persisted throughout 2-3 years of service as specialist-coaches. Evidence addressing the specialist-coaches' mathematical knowledge for teaching was mixed, but suggested that growth occurred both during the preparation program and in their first year of coaching, stabilizing in the years following.