Dilemmas and the Teaching of Mathematics: A Conversation of Commitments, Obligations, and Ambivalence
Dilemmas and the Teaching of Mathematics: A Conversation of Commitments, Obligations, and Ambivalence
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困境与数学教学：关于承诺、义务和矛盾心理的对话
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
David Pimm
中科院分区：
文献类型：
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作者：
D. Chazan;David Pimm
本章包括两位作者之间的对话，重点是六个与教学及其相互作用有关的核心词：困境，紧张，承诺，义务，矛盾心理，以及间接的技术。此外，我们从事吉尔阿德勒在间接对话，通过她的写作教师面临的困境，在多语言数学教室-语言的透明度，调解和代码转换的困境。我们将困境概念化为教学中特有的问题，而不是仅仅涉及个人的特殊经历，我们探索的困境是作为教师的义务冲突的结果，而不是个人承诺的冲突。当我们这样做时，我们研究语言的中心地位吉尔描述的困境，并被吸引到课堂“元评论”的探索，其中话语本身（在某些方面）成为关注和谈话的公开对象（通常由教师发起），而不是它的意图传达的意义。
This chapter comprises a conversation between the two authors focused on half-a-dozen core words concerned with teaching and their mutual interaction: dilemmas, tensions, commitments, obligations, ambivalence and, indirectly, technique. Additionally, we engage Jill Adler in an indirect conversation through her writing on the dilemmas teachers face in multilingual mathematics classrooms – the dilemmas of language transparency, of mediation, and of code-switching. We conceptualize dilemmas as endemic to teaching, rather than as solely involving the particular experiences of individuals, and we explore dilemmas as the result of clashes of obligations that one has as a teacher, instead of as arising from clashes of personal commitments. As we do so, we examine the centrality of language to the dilemmas that Jill describes and are drawn into an exploration of classroom ‘meta-commenting’, where an utterance itself (in some aspect) becomes the overt object of attention and talk (usually initiated by the teacher), rather than the meaning it is intended to convey.