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

页码：293 / 309

页数：17

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