Learning to notice important student mathematical thinking in complex classroom interactions

被引：64
|
作者：
Stockero, Shari L. [1 ]
Rupnow, Rachel L. [1 ,2 ]
Pascoe, Anna E. [1 ,3 ]
机构：
[1] Michigan Technol Univ, 1400 Townsend Dr, Houghton, MI 49931 USA
[2] Virginia Tech, Blacksburg, VA 24061 USA
[3] Yakima Valley Coll, Yakima, WA 98907 USA
来源：
TEACHING AND TEACHER EDUCATION | 2017年 / 63卷
基金：
美国国家科学基金会;
关键词：
Teacher noticing; Preservice teacher education; Teacher learning; Field experience; Student mathematical thinking; Classroom communication; CONTENT KNOWLEDGE; TEACHERS ABILITY; SCHOOL TEACHERS; VIDEO;
D O I：
10.1016/j.tate.2017.01.006
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Noticing students' mathematical thinking is a key element of effective instruction, but novice teachers do not naturally engage in this practice. Prospective secondary school mathematics teachers were engaged in an intervention grounded in analysis of minimally edited video from local secondary school mathematics classrooms; the goal was to support their ability to notice important student thinking within the complexity of instruction. Evidence of participants' learning in five iterations of the intervention is discussed, including their focus on student mathematical thinking, their ability to discuss the mathematics in that thinking, and their ability to notice particular high-leverage instances of student thinking. (C) 2017 Elsevier Ltd. All rights reserved.
引用
收藏
页码：384 / 395
页数：12
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