Supporting Whole-class Collaborative Inquiry in a Secondary Mathematics Classroom
Supporting Whole-class Collaborative Inquiry in a Secondary Mathematics Classroom
复制标题
支持中学数学课堂的全班协作探究
DOI：
10.1080/07370000701301125
复制
发表时间：
2007
影响因子：
3.3
通讯作者：
Megan E. Staples
中科院分区：
文献类型：
--
作者：
Megan E. Staples
最近的数学教育改革努力呼吁实例化数学课堂环境，让学生有机会作为学习者社区的一部分进行推理和构建他们的理解。尽管取得了一些成功，传统的教学模式仍然主导着教育领域。这种有限的成功可以部分归因于对教师成功组织和参与协作课堂实践所必须扮演的角色的理解不充分。为此，本文在以下两个问题的指导下，对一所合作高中数学课堂进行了深入的纵向案例研究：这些合作实践要求教师和学生扮演什么角色？随着时间的推移，社区参与协作实践的能力是如何发展的？分析产生了两个概念模型：一个是教师的角色，以及教师用于组织协作学习环境的具体教学策略，另一个是课堂参与协作探究实践的能力随着时间的推移而发展的过程。
Recent mathematics education reform efforts call for the instantiation of mathematics classroom environments where students have opportunities to reason and construct their understandings as part of a community of learners. Despite some successes, traditional models of instruction still dominate the educational landscape. This limited success can be attributed, in part, to an underdeveloped understanding of the roles teachers must enact to successfully organize and participate in collaborative classroom practices. Toward this end, an in-depth longitudinal case study of a collaborative high school mathematics classroom was undertaken guided by the following two questions: What roles do these collaborative practices require of teacher and students? How does the community's capacity to engage in collaborative practices develop over time? The analyses produced two conceptual models: one of the teacher's role, along with specific instructional strategies the teacher used to organize a collaborative learning environment, and another of the process by which the class's capacity to participate in collaborative inquiry practices developed over time.