Theory to practice: Prospective mathematics teachers’ recontextualizing discourses surrounding collective argumentation
Theory to practice: Prospective mathematics teachers’ recontextualizing discourses surrounding collective argumentation
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理论到实践：未来数学教师围绕集体论证重新情境化话语
DOI：
10.1007/s10857-021-09500-9
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发表时间：
2021
影响因子：
2.1
通讯作者：
AnnaMarie Conner
中科院分区：
文献类型：
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作者：
Carlos Nicolas Gómez Marchant;Hyejin Park;Yuling Zhuang;Jonathan Foster;AnnaMarie Conner
教师教育计划在支持未来教师理论与实践之间的联系方面发挥着关键作用。在这项研究中，我们研究了三个未来的中学数学教师的话语集体论证期间和之后的一个单元的指令解决集体论证和他们的方式，重新语境化他们的校园课程（理论）到他们的学生教学（实践），证明了他们的支持学生的数学论证在学生教学。通过对访谈、反思和课堂讨论中的数据进行递归编码，我们构建了参与者基于课程作业的关于论证的话语描述，并确定了未来教师话语中关于集体论证的三个主题：论证的目的、教师在论证中的角色和有效数学论证的特征。使用参与者学生教学课堂数据的扩展图尔明图进行分析表明，这三个相互关联的主题在参与者制定支持集体辩论的动作中是可见的。我们的研究为未来教师如何将他们的学习从课程（理论）重新融入实践的调查开辟了空间。
Teacher education programs have a critical role in supporting prospective teachers’ connections between theory and practice. In this study, we examined three prospective secondary mathematics teachers’ discourses regarding collective argumentation during and after a unit of instruction addressing collective argumentation and ways they recontextualized their on-campus coursework (theory) into their student teaching (practice) as demonstrated by their support for students’ mathematical arguments during student teaching. Through a recursive process of coding data from interviews, reflections, and classroom discussions, we constructed descriptions of participants’ discourses about argumentation based in their coursework and identified three themes about collective argumentation in the prospective teachers’ discourses: the purposes of argumentation, the role of the teacher in argumentation, and characteristics of effective mathematical arguments. Analysis using extended Toulmin diagrams of classroom data from participants’ student teaching showed that these three interrelated themes were visible in the participants’ enactment of moves supporting collective argumentation. Our study opens spaces for future investigations into how teachers recontextualize their learning from coursework (theory) into their practice.