NSF Young Investigator

9358517菲利普的教学知识在过去的十年里一直是一个研究很多的领域。今天，确定的一些知识领域包括主题知识、教学内容知识、课程知识和学习者知识。研究表明，在明确定义的数学内容领域内对学生思维进行研究的实验教师，会听取儿童的意见，解释他们在解决问题时使用的心理过程，并比对照教师接受更多种类的策略。这些实验教师在课堂上花在演练活动上的时间也更少，花在解决问题上的时间更多。将这项工作扩展到职前教师的研究才刚刚起步，一个尚未被研究的领域是教师的学科知识、教学内容知识、数学概念与学生数学思维理解之间的关系。本课题将研究职前教师的数学内容知识、教学内容知识、数学观与教师准备过程中不同阶段对学生数学思维的理解之间的关系。这些发现将与在职教师所拥有的这些知识形式之间的关系进行比较。这一知识/信念将通过职前和在职教师面谈和辅导儿童的录像带付诸实施。

9358517 Philipp knowledge for teaching has been an area of much research in the past decade. Today some of the domains of knowledge identified include knowledge of subject matter, pedagogical content knowledge, knowledge of the curriculum, and knowledge of learners. Research has shown that experimental teachers who have had access to research about students' thinking within well- defined mathematical content domains listen to children explain their mental processes used when solving problems and accept a larger variety of strategies than control teachers. These experimental teachers also spend less time during class on drill activities and more time on problem solving. The research extending this work to preservice teachers is just emerging, and one area that has not yet been investigated is the relationship between teachers' content knowledge, pedagogical content knowledge, conceptions of mathematics, and understanding of students' mathematical thinking. This project will research the relationship between preservice teachers' mathematics content knowledge, their pedagogical content knowledge, their conceptions of mathematics, and their understanding of students' mathematical thinking at different points during their teacher preparation. These findings will be compared to the relationship between these forms of knowledge possessed by inservice teachers. This knowledge/belief will be operationalized through videotapes of preservice and inservice teachers interviewing and tutoring children.