NSF Young Investigator

小行星9358517 过去十年来，教学知识一直是一个研究热点。 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，实验教师谁有机会获得有关学生的思想在明确定义的数学内容域的研究听孩子解释他们的心理过程时使用的解决问题和接受更多的各种各样的策略比控制教师。 这些实验教师在课堂上花更少的时间在练习活动上，更多的时间在解决问题上。 将这一工作延伸到中学数学教师的研究才刚刚起步，而教师的学科知识、教学学科知识、数学概念和学生数学思维理解之间的关系还没有被研究。 本研究旨在探讨中学数学教师的数学学科知识、教学学科知识、数学观与其在教师准备阶段不同阶段对学生数学思维的理解之间的关系。 这些研究结果将被用来比较在职教师所拥有的这些形式的知识之间的关系。 这种知识/信念将通过学校和在职教师访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.