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目前大多数关于数学教师学科知识的研究都集中在描述其学科知识的特质及其与学生学习的关系,或者只研究两者之一。我的研究课题在研究这两者之外还关注学科知识的可教性及其发展过程。在我设计的"概念研究"中,教师们集思广益,共同探究他们用于教学的数学知识。本文还囊括了一些原始数据来说明教师们在概念研究中的参与是如何逐步改变他们对于数学的认识和理解并实施到教学中的。
Abstract：Most studies of teachers’ disciplinary knowledge of mathematics focus on descriptions of its characteristics and/or demonstrations of its relationship to student learning. I describe a project that,in addition to these issues,is concerned with its teachability and the processes by which it is developed. I report on ‘concept study’,a setting in which teachers pool expertise to interrogate and elaborate their knowledge of mathematics for teaching. I also include preliminary data on how participation in concept study appears to contribute to shifts in the ways that mathematics is seen,understood,and engaged within classroom settings.
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基本信息:
中图分类号:G451.1
引用信息:
[1]布伦特·戴维斯,余洁.概念研究:设计发展教师学科知识[J].全球教育展望,2011,40(07):3-14.
2011-07-15
2011-07-15