The Teacher Responding Tool: Scaffolding the teacher practice of responding to student ideas in mathematics classrooms
The Teacher Responding Tool: Scaffolding the teacher practice of responding to student ideas in mathematics classrooms
复制标题
DOI：
10.1016/j.compedu.2019.05.004
复制
发表时间：
2019-10-01
影响因子：
12
通讯作者：
Sankaranarayanan, Vidhya
中科院分区：
文献类型：
--
作者：
Bywater, James P.;Chiu, Jennifer L.;Sankaranarayanan, Vidhya
教师教育的研究强调了回应学生想法的重要性。然而，有效地注意，解释，然后回应学生的数学思想可以是相当具有挑战性的教师，因为他们试图平衡多个，竞争的目标在一个真实的课堂设置。本研究介绍了教师回应工具（TRT），并考察了它在支持四位高中教师的回应实践中的作用。TRT利用自然语言处理技术为教师提供自动化的、针对学生的建议，以帮助他们回应学生的想法。通过比较教师的反应与没有TRT的建议，他们的互动工具，他们的有声思维的数据，他们的项目后的采访，结果表明，TRT的建议，帮助教师注意到，并响应学生的数学思想的细微差别。对教学和学习，应对工具的开发和教师专业发展的影响进行了讨论。
Research in teacher education highlights the importance of responding to student ideas. However, effectively noticing, interpreting, and then responding to students' mathematical ideas can be quite challenging for teachers as they try to balance multiple, competing goals in an authentic classroom setting. This study introduces the Teacher Responding Tool (TRT), and examines its role in scaffolding four high school teachers' responding practice. The TRT leverages natural language processing technology to provide teachers with automated, student-specific recommendations for how to respond to their student's ideas. By comparing teacher responding with and without the TRT recommendations, their interactions with the tool, their think-aloud data, and their post-project interviews, results demonstrate that the TRT recommendations helped teachers notice and respond to nuances in the mathematical ideas of their students. Implications for teaching and learning, responding tool development, and teacher professional development are discussed.