Uses of video in understanding and improving mathematical thinking and teaching
Uses of video in understanding and improving mathematical thinking and teaching
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使用视频来理解和提高数学思维和教学
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发表时间：
2017
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通讯作者：
A. Schoenfeld
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作者：
A. Schoenfeld
这篇文章描述了我使用视频作为研究、设计和开发工具的特点。我认为视频虽然是一个潜在的压倒性的数据来源，但它提供了一种大带宽，使人们能够捕捉到人们可能错过的现象；尽管录音本身就是一种选择行为，但视频中通常有足够的内容可以奖励多次观看，并支持对理论测试和复制至关重要的数据的争论。从实用主义的角度来看，视频以一种非常有价值的直接方式呈现现象。我讨论了视频如何帮助学生和老师关注那些可能很难理解的现象。这篇文章首先简要回顾了我在近40年前使用视频解决问题的研究和发展。然后，我们开始讨论关于学习和决策的非常细致的研究。这篇文章的大部分内容都致力于讨论稳健理解教学（TRU）框架，该框架在很大程度上源于对课堂录像带的广泛回顾，并作为职前和在职专业发展的广泛计划的基础。专业发展在很大程度上依赖于使用视频来传达TRU的关键思想，并帮助教师计划和复习教学。
This article characterizes my use of video as a tool for research, design and development. I argue that videos, while a potentially overwhelming source of data, provide the kind of large bandwidth that enables one to capture phenomena that one might otherwise miss; and that although the act of taping is in itself an act of selection, there is typically enough shown in a video that it rewards multiple watching and supports the kinds of arguments over data that are essential for theory testing and replication. In pragmatic terms, video presents phenomena in ways that have an immediacy that is tremendously valuable. I discuss ways in which videos help students and teachers focus on phenomena that might otherwise be very hard to grapple with. This article begins with a brief review of my uses of video, almost 40 years ago, for research and development in problem solving. It then moves to the discussion of very fine-grained research on learning and decision making. The bulk of the article is devoted to a discussion of the teaching for robust understanding (TRU) framework, which was derived in large measure from the extensive review of classroom videotapes, and which serves as the basis for an extensive program of pre-service and in-service professional development. The professional development relies heavily on the use of videos to convey the key ideas in TRU, and to help teachers plan and review instruction.