Characterizing pivotal teaching moments in beginning mathematics teachers’ practice
Characterizing pivotal teaching moments in beginning mathematics teachers’ practice
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描述初学数学教师实践中的关键教学时刻
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
L. Zoest
中科院分区：
文献类型：
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作者：
Shari L. Stockero;L. Zoest
尽管熟练的数学教师和教师教育工作者通常“知道”什么时候一节课的中断提供了一个机会来修改教学以提高学生的数学理解能力，但其他人，特别是新手教师，往往无法认识到这种时刻或对这些时刻采取行动。然而，这些关键的教学时刻(PTM)是建立在学生数学思维基础上的教学的关键。本研究对初任中学数学教师的教学录像进行了分析，以识别和表征数学课堂上的数学课堂教学模式，并考察了数学课堂教学模式之间的关系、教师对这些教学模式的反应以及对学生学习可能产生的影响。这些数据被用来制定一个初步的框架，以帮助教师学习识别和应对在他们的教学过程中发生的PTM。这项探索性研究的结果强调了教师教育的重要性，使教师能够(A)了解他们的学生正在穿越的数学领域，(B)注意到学生的高杠杆数学思维，以及(C)对这种思维采取有效的行动。这种准备将提高初任教师采取行动的能力，从而提高他们的学生对数学的理解。
Although skilled mathematics teachers and teacher educators often “know” when interruptions in the flow of a lesson provide an opportunity to modify instruction to improve students’ mathematical understanding, others, particularly novice teachers, often fail to recognize or act on such moments. These pivotal teaching moments (PTMs), however, are key to instruction that builds on student thinking about mathematics. Video of beginning secondary school mathematics teachers’ instruction was analyzed to identify and characterize PTMs in mathematics lessons and to examine the relationships among the PTMs, the teachers’ decisions in response to them, and the likely impacts on student learning. These data were used to develop a preliminary framework for helping teachers learn to identify and respond to PTMs that occur during their instruction. The results of this exploratory study highlight the importance of teacher education preparing teachers to (a) understand the mathematical terrain their students are traversing, (b) notice high-leverage student mathematical thinking, and (c) productively act on that thinking. This preparation would improve beginning teachers’ abilities to act in ways that would increase their students’ mathematical understanding.