Teachers’ Discussions Of Students’ Thinking: Meeting The Challenge Of Attending To Students’ Thinking
Teachers’ Discussions Of Students’ Thinking: Meeting The Challenge Of Attending To Students’ Thinking
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教师对学生思维的讨论：应对关注学生思维的挑战
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
Michelle T. Chamberlin
中科院分区：
文献类型：
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作者：
Michelle T. Chamberlin
本文旨在描述一项关于教师在讨论学生思维时的社会互动的研究结果。讨论的目的是让教师解释学生的思维，这些思维是从非常规的、揭示思维的数学任务中揭示出来的，这些任务被称为模型诱导活动。在这篇文章中报告的研究集中在讨论中的情况下，教师从事什么研究人员称之为“迷你查询”，在此期间，教师询问为什么他们的学生认为相关的模型引出活动，因为他们没有或当教师询问到潜在的数学复杂性与模型引出活动。在这些小型调查中，教师通常参与四种互动模式之一，使他们能够应对美国改革文件中描述的关注学生思想的一些挑战。
The purpose of this article is to describe findings from a study of teachers’ social interaction during discussions about students’ thinking. The goal of the discussions was for the teachers to interpret their students’ thinking as revealed from work on non-routine, thought-revealing mathematical tasks, known as model-eliciting activities. The research reported in this article focuses on instances during the discussions when the teachers engaged in what the researcher termed ‘mini-inquiries’, occasions during which the teachers inquired into why their students thought about the associated model-eliciting activities as they did or when the teachers inquired into the underlying mathematical complexities associated with the model-eliciting activities. During these mini-inquiries, the teachers typically engaged in one of four types of interaction patterns that enabled them to meet some of the challenges of attending to students’ thinking that are described in United States reform documents.