Mathematics-for-teaching: what can be learned from the ethnopoetics of teachers' stories?

被引：8
|
作者：
Oslund, Joy A. [1 ]
机构：
[1] Univ Michigan, Ann Arbor, MI 48109 USA
来源：
EDUCATIONAL STUDIES IN MATHEMATICS | 2012年 / 79卷 / 02期
关键词：
Mathematics-for-teaching; Narrative; Culture; Metaphor; EDUCATION; KNOWLEDGE; CONTEXT;
D O I：
10.1007/s10649-011-9348-8
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The purpose of this article is to consider what methods from ethnopoetics-a field at the intersection of linguistics and anthropology-may add to narrative inquiry in mathematics education. I build a theoretical framework to argue for the use of narrative inquiry and ethnopoetics in studies of teacher knowledge. I report ethnopoetic analyses of two teachers' narratives and what they suggest regarding their knowledge of mathematics-for-teaching.
引用
收藏
页码：293 / 309
页数：17
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