“It Depends …”: Using Ambiguities to Better Understand Mathematics Teachers’ Decision-making
“It Depends …”: Using Ambiguities to Better Understand Mathematics Teachers’ Decision-making
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“这取决于……”：利用歧义更好地理解数学教师的决策
DOI：
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
P. Herbst
中科院分区：
文献类型：
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作者：
A. Milewski;Ander Erickson;P. Herbst
教师注意的概念已经成为理解教师决策和职业判断的有力的方法论工具。在这一系列研究中，研究者通常试图找出教师所关注的课堂实践要素。关于教师注意和决策的数据可以通过使用基于情景的工具来大规模收集，但这些工具在文献中被描述为固有的模棱两可，因为它们不包含做出决策所需的所有信息。我们通过引入条件解释的概念来帮助理解这种歧义，从而帮助教师将注意与他们的专业判断联系起来。条件解释是教师需要额外的语境来判断给定的教学行为是否适当的时刻。此外，我们通过识别语言标记的出现来在对基于场景的项目的响应的大型语料库中定位条件识解。我们对这些时刻的识别使我们能够研究由这些情景引起的推理类型(分析性或直觉性)，并让我们洞察教师做出决策所需的信息。
The concept of teacher noticing has been a powerful methodological tool for understanding teachers’ decision-making and professional judgment. In this line of inquiry, researchers usually try to identify elements of classroom practice salient to teachers. Data about teacher noticing and decision making can be collected at scale through the use of scenario-based instruments, but these instruments have been described in the literature as inherently ambiguous because they do not contain all the information necessary to make a decision. We contribute to understanding this ambiguity so as to help connect teacher noticing to their professional judgment by introducing the concept of conditional construals—moments when teachers require additional context in order to judge whether a given teaching action is appropriate. Furthermore, we locate conditional construals in a large corpus of responses to scenario-based items by identifying occurrences of a linguistic marker. Our identification of these moments allows us to study the type of reasoning (analytical or intuitive) evoked by these scenarios and gives us insight into the information teachers require to make decisions.