Opportunities to Learn From (Advanced) Mathematical Coursework: A Teacher Perspective on Observed Classroom Practice
Opportunities to Learn From (Advanced) Mathematical Coursework: A Teacher Perspective on Observed Classroom Practice
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从（高级）数学课程中学习的机会：从教师的角度观察课堂实践
DOI：
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发表时间：
2021
影响因子：
2.8
通讯作者：
W. McGuffey
中科院分区：
文献类型：
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作者：
Nicholas H. Wasserman;W. McGuffey
本文探讨了中学教师从创新的真实分析课程中学习的机会，这反映在他们的实际课堂教学中。该课程使用教学案例作为应用数学和发展数学教学实践的场所。本文探讨了在(N=6)个中学教师课堂中的特定教学时刻，以及他们对为什么从事这些教学实践的归因。教师从事体现课程目标的教学实践，他们对自己行为的归因有助于教师从(高级)数学课程中学习教师教育的机会。结果突出了教学和模式化教学的案例，它们是变革的催化剂，是从数学活动中发展教育学的机会，反之亦然。
This article explores secondary teachers’ opportunities to learn from an innovative real analysis course, as reflected in their actual classroom teaching. The course used cases of teaching as a site for applying mathematics and developing pedagogical mathematical practices. This article explores particular teaching moments in (N = 6) secondary teachers’ classrooms, and the attributions they gave for why they engaged in those teaching practices. Teachers engaged in instructional practices that exemplified course objectives, and their attributions for their actions contribute a teacher perspective on opportunities to learn in teacher education from (advanced) mathematical coursework. Results highlight cases of teaching and modeled instruction as catalysts of change and as opportunities to develop pedagogy from mathematical activity, and vice versa.