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1.
An interpretive methodology was employed to examine interrelations between teacher and student actions in a context of teaching and learning in an urban high school in Australia, a teacher of 20 years' experience, and a Grade 11 chemistry class. Data sources included teacher and student interviews, direct observation and videotapes of 4 weeks of lessons, and responses to a classroom environment survey. Three narratives were constructed for a typical lesson, the perspectives of the teacher, and the perspectives of a composite student. These narratives were used to describe what happened and communicate what we learned from the study. Initially, the teacher and students had difficulty describing their beliefs; however, as the study progressed they used language to describe their practices and construct mental models that fit with their practices and beliefs about learning. Teacher and student goals, beliefs about teacher and learner roles, and constructions of the context were coherent to such an extent that there was little impetus for change. These findings are discussed in terms of the difficulties of initiating and sustaining reform when the teacher and students are satisfied with what is happening and other sociocultural factors tend to support the status quo. 相似文献
2.
Kathy Hall Paul F. Conway Rosaleen Murphy Fiachra Long Karl Kitching Dan O'Sullivan 《Irish Educational Studies》2013,32(2):103-117
What kind of self is being made available and denied to student teachers as they participate in life in their teaching practice schools? In addressing this question empirically, the article seeks to show the forms of meaning being made and experienced by student teachers and the identities that are authored, authorised and constrained. A sociocultural perspective on professional learning, with its emphasis on participation agency and identity, illuminates aspects of the process of becoming a teacher and highlights the tension that is there for students within available meanings. Having to opt to be a teacher at the expense of a learner identity constrains what is available to be appropriated in professional settings with potential consequences for how beginner teachers frame themselves, their learners and their colleagues. 相似文献
3.
This paper provides a microanalysis of one Algebra I teacher's instruction to explore the advantages that are afforded us by coordinating two perspectives to document and account for the teacher's mathematical understandings. We use constructs associated with Stein, Grover and Henningsen's domain of mathematical didactics and Realistic Mathematics Education's instructional design theory to infer what the teacher might understand to effectively implement her instructional goals and, more importantly, support student learning. By coordinating these perspectives, we developed a working framework for analyzing the teacher's classroom practice retrospectively. For example, we illustrate how the mathematical possibilities related to one student's question might inform the teacher's decisions as she initiates shifts in students' self-generated models. Additionally, we illustrate how the teacher's decision to capitalize on particular students' models contributes in part to the kinds of mathematical ideas that can be explored and the connections students can make among those ideas. More generally, we explore the utility of coordinating these two perspectives to understand the landscape of ideas that teachers might traverse to align their practices with reform recommendations in the United States. 相似文献
4.
Margot Berger 《Educational Studies in Mathematics》2004,55(1-3):81-102
The question of how a mathematics student at university-level makes sense of a new mathematical sign, presented to her or him in the form of a definition, is a fundamental problem in mathematics education. Using an analogy with Vygotsky's theory (1986, 1994) of how a child learns a new word, I argue that a learner uses a new mathematical sign both as an object with which to communicate (like a word is used) and as an object on which to focus and to organise her or his mathematical ideas (again as a word is used) even before she or he fully comprehends the meaning of this sign. Through this sign usage, I claim that the mathematical concept evolves for that learner so that it eventually has personal meaning, like the meaning of a new word does for a child; furthermore, because the usage is socially regulated, I claim that the concept evolves for the learner so that its usage concurs with its usage in the mathematical community. In line with Vygotsky, I call this usage of the mathematical sign before mature understanding, ‘functional use’. I demonstrate ‘functional use’ of signs (manipulations, imitations, template-matching and associations) through an analysis of an interview in which a mathematics university student engages with a ‘new’ mathematical sign, the improper integral, using pedagogically designed tasks and a standard Calculus textbook as resources. 相似文献
5.
This collaborative research project sought to determine the attributes, skills and expertise/knowledge needed by distance language teachers. The first phase of the project explored tutor perspectives using discussion groups, questionnaires, interviews and a yoked-subject technique. Statements and categories of expertise were identified, elaborated on and refined to produce a taxonomy of teaching expertise. The second phase explored how distance language students viewed the domains of teaching expertise put forward by tutors, and attempted to identify any gaps, differences and points of convergence. Tutor and student views were generally aligned, but differed in emphasis. Issues related to articulation of non-verbal communication, differentiation and empathy with the learner were highlighted. This article argues for the value of enquiring into student and tutor perspectives on teaching expertise, and concludes with implications for linking research and practice and for teacher professional development. 相似文献
6.
Peter Sullivan Judith Mousley Robyn Zevenbergen 《International Journal of Science and Mathematics Education》2006,4(1):117-143
The basic unit of school based mathematics teaching is the lesson. This article is a contribution to understanding teacher actions that facilitate successful lessons, defined as those that engage all students, especially those who may sometimes feel alienated from mathematics and schooling, in productive and successful mathematical thinking and learning. An underlying assumption is that lessons can seek to build a sense in the students that their experience has elements in common with the rest of the class and that this can be done through attention to particular aspects of the mathematical and socio-mathematical goals. We examine three teacher actions that address the mathematical goals: using open-ended tasks, preparing prompts to support students experiencing difficulty, and posing extension tasks to students who finish the set tasks quickly; as well as actions that address the socio-mathematical goals by making classroom processes explicit. To illustrate and elaborate these actions, we describe a particular lesson taught to a heterogeneous upper primary (age 11–12) class. 相似文献
7.
Elizabeth A. van Es 《学习科学杂志》2013,22(1):100-137
This study examines the nature of teacher participation in the context of a video club. Video clubs are professional development meetings in which teachers watch and discuss excerpts of video from their classrooms. In this study, I adopt a situative perspective to examine how teachers develop in their participation to accomplish the goals of the video club. In particular, I examine the roles participants play and explore teachers' participation in four roles that correspond with key goals of the video club. Analysis revealed that teachers' participation shifted in qualitatively different ways over time, with the teachers coming to prompt the group to discuss student mathematical thinking, to propose a variety of interpretations of student ideas, to build on one another's ideas, and to challenge one another's thinking in order to advance the group's conversations. This analysis suggests that the group learned how to participate in roles central to accomplishing the goals of the video club. Studying teacher learning through a lens of participation provides insight into the ways in which teachers coordinate themselves to engage with the goals of professional development and has implications for designing professional development that helps teachers develop practices for teaching mathematics for understanding. 相似文献
8.
This paper investigates the role of tools in the formation of mathematical practices and the construction of mathematical
meanings in the setting of a telecommunication organization through the actions undertaken by a group of technicians in their
working activity. The theoretical and analytical framework is guided by the first-generation activity theory model and Leont’ev’s
work on the three-tiered explanation of activity. Having conducted a 1-year ethnographic research study, we identified, classified,
and correlated the tools that mediated the technicians’ activity, and we studied the mathematical meanings that emerged. A
systemic network was generated, presenting the categories of tools such as mathematical (communicative, processes, and concepts)
and non-mathematical (physical and written texts). This classification was grounded on data from three central actions of
the technicians’ activity, while the constant interrelation and association of these tools during the working process addressed
the mathematical practices and supported the construction of mathematical meanings that this group developed from the researchers’
perspective. Technicians’ emerging mathematical meanings referred to place value, spatial, and algebraic relations and were
expressed through personal algorithms and metaphorical and metonymic reasoning. Finally, the educational implications of the
findings are discussed. 相似文献
9.
Liv Thorstensson Davila 《Educational Studies A Journal of the American Educational Studies Association》2014,50(5):447-463
Drawing on a year-long qualitative study, this article examines how one refugee student from the Vietnamese Central Highlands negotiated social and cultural constructions of patriotism and citizenship in a Junior Reserves Officer Training Corps (JROTC) class at an urban high school. Data are analyzed using Butler's (1990) the theory of performativity, and illustrate how this student appropriated and transformed language and ritualized action to assert individuality in an otherwise rule- and routine-driven classroom context. I conclude by theorizing cultural practices of citizenship as they relate to the education of refugee and immigrant youth, and argue that researchers and practitioners must acknowledge the pedagogical and social impact of peripheral spaces in school, such as the JROTC classroom, in shaping many students’ trajectories in and beyond school. 相似文献
10.
11.
Lucinda Kerawalla Shailey Minocha Gill Kirkup Gráinne Conole 《Learning, Media and Technology》2008,33(1):21-33
Since the early years of the twenty‐first century there has been an increasing interest in using Web 2.0 technologies to support learning in Higher Education. However, previous research suggests that the integration of blogging into courses can be difficult and cites problems with issues such as student compliance. We adopt a learner‐centred perspective and explore students’ (rather than their educators’) understanding of how blogs and blogging can support distance learning in Higher Education. We report on a study of UK Open University (OU) students on an online distance learning Masters course, that has enabled us to determine the issues that are important to these bloggers, and we describe five ways in which they appropriated blogging to suit their individual needs. We discuss the importance of making blogging activities flexible so that students can blog to meet their own needs whilst still attending to the requirements of their course. 相似文献
12.
Susanne Prediger 《Journal of Mathematics Teacher Education》2010,13(1):73-93
What kind of mathematical knowledge do prospective teachers need for teaching and for understanding student thinking? And
how can its construction be enhanced? This article contributes to the ongoing discussion on mathematics-for-teaching by investigating
the case of understanding students’ perspectives on equations and equalities and on meanings of the equal sign. It is shown
that diagnostic competence comprises didactically sensitive mathematical knowledge, especially about different meanings of
mathematical objects. The theoretical claims are substantiated by a report on a teacher education course, which draws on the
analysis of student thinking as an opportunity to construct didactically sensitive mathematical knowledge for teaching for
pre-service middle-school mathematics teachers. 相似文献
13.
Compared with research on the role of student engagement with expert representations in learning science, investigation of the use and theoretical justification of student-generated representations to learn science is less common. In this paper, we present a framework that aims to integrate three perspectives to explain how and why representational construction supports learning in science. The first or semiotic perspective focuses on student use of particular features of symbolic and material tools to make meanings in science. The second or epistemic perspective focuses on how this representational construction relates to the broader picture of knowledge-building practices of inquiry in this disciplinary field, and the third or epistemological perspective focuses on how and what students can know through engaging in the challenge of representing causal accounts through these semiotic tools. We argue that each perspective entails productive constraints on students’ meaning-making as they construct and interpret their own representations. Our framework seeks to take into account the interplay of diverse cultural and cognitive resources students use in these meaning-making processes. We outline the basis for this framework before illustrating its explanatory value through a sequence of lessons on the topic of evaporation. 相似文献
14.
Ola Erstad 《Education and Information Technologies》2006,11(3-4):415-429
Digital literacy is now defined as a key area of competence in the new national curriculum for schools in Norway. For policy makers the terms ‘information society’ and ‘knowledge society’ has been used to argue for implementing new technologies in education, and for improving learning. These views have been highly problematic, partly because they do not take into consideration how new technologies are used by young people, or how schools work as social practices. This article will focus on how we conceptualize a student perspective in schools related to the use of digital technologies. Combining an increased focus on digital literacy in school curricula with an increased focus on student participation challenges our conception of the school-aged learner. In discussing these issues I will draw on results from a number of school-based ICT projects that I have been involved in since 1998. 相似文献
15.
Lulu Healy Solange Hassan Ahmad Ali Fernandes 《Educational Studies in Mathematics》2011,77(2-3):157-174
In this paper, we aim to contribute to the discussion of the role of the human body and of the concrete artefacts and signs created by humankind in the constitution of meanings for mathematical practices. We argue that cognition is both embodied and situated in the activities through which it occurs and that mathematics learning involves the appropriation of practices associated with the sets of artefacts that have historically come to represent the body of knowledge we call mathematics. This process of appropriation involves a coordination of a variety of the semiotic resources??spoken and written languages, mathematical representation systems, drawings, gestures and the like??through which mathematical objects and relationships might be experienced and expressed. To highlight the connections between perceptual activities and cultural concepts in the meanings associated with this process, we concentrate on learners who do not have access to the visual field. More specifically, we present three examples of gesture use in the practices of blind mathematics students??all involving the exploration of geometrical objects and relationships. On the basis of our analysis of these examples, we argue that gestures are illustrative of imagined reenactions of previously experienced activities and that they emerge in instructional situations as embodied abstractions, serving a central role in the sense-making practices associated with the appropriation of mathematical meanings. 相似文献
16.
《Studying Teacher Education》2013,9(3):284-297
Preservice teachers sometimes experience a gap between best practices that they learn in teacher preparation programs and actual practices that they encounter in classrooms as student teachers. In this self-study, I investigate the gap between best and actual practices, as experienced by a university teacher educator who spent a year as a student teacher in a middle and high school English language arts program. Occupying the identities of a student, a student teacher, a teacher educator, and a researcher, I explored the gap from these multiple perspectives, with the intent of learning how to better support student teachers' development. My findings fall into three distinct phases: (1) In “Mind the gap,” I explain the dilemma I encountered as a student teacher. (2) In “Mine the gap,” I describe the process of exploring the nature and extent of this dilemma. (3) In “The gap is mine,” I analyze a shift in my understanding of where the gap is located. I then illustrate, in a series of short vignettes, the significant impact of that shift on my practice, both as a teacher and as a supervisor of student teachers, and how a core reflection approach to teacher education has supported me in that work. Finally, I discuss some broader practical implications for teacher education programs. 相似文献
17.
Amy E. Ryken 《Journal of Mathematics Teacher Education》2009,12(5):347-364
This documentary account situates teacher educator, prospective teacher, and elementary students’ mathematical thinking in
relation to one another, demonstrating shared challenges to learning mathematics. It highlights an important mathematics reasoning
skill—creating and analyzing representations. The author examines responses of prospective teachers to a visual representation
task and, in turn, their examination of school children’s responses to mathematical tasks. The analysis revealed the initial
tendency of prospective teachers to create pictorial representations and highlights the importance of looking beyond the pictures
created to how prospective teachers use mathematical models. In addition, the challenges prospective teachers face in moving
beyond a ruled-based conception of mathematics and a right/wrong framework for assessing student work are documented. Findings
suggest that analyzing representations helps prospective teachers (and teacher educators) rethink their teaching practices
by engaging with a culture of teaching focused on reading for multiple meanings and posing questions about student thinking
and curriculum materials. 相似文献
18.
Summative and Formative Assessments in Mathematics Supporting the Goals of the Common Core Standards
Alan H. Schoenfeld 《理论付诸实践》2015,54(3):183-194
Being proficient in mathematics involves having rich and connected mathematical knowledge, being a strategic and reflective thinker and problem solver, and having productive mathematical beliefs and dispositions. This broad set of mathematics goals is central to the Common Core State Standards for Mathematics.High-stakes testing often drives instructional practice. In this article, I discuss test specifications and sample assessment items from the two major national testing consortia and the prospects that their assessments will be positive levers for change.For more than 20 years, the Mathematics Assessment Project has focused on the development of assessments that emphasize productive mathematical practices, most recently creating formative assessment lessons (FALs) designed to help teachers build up student understandings through focusing on student thinking while engaging in rich mathematical tasks. This article describes our recent work. 相似文献
19.
This study analyses the practices of nine New Zealand teachers of upper primary and middle-school students (N = 210) whose classes had consistently shown gains in writing far greater than normative expectations. Data from observations of three writing lessons and related interviews with each teacher, plus interviews with three focus students after each lesson, were considered in relation to learner gains in writing. To analyse these data, a content analysis matrix was constructed from selected writing research literature, yielding eight dimensions of effective practice: expectations; learning goals; learning tasks; direct instruction; responding to learners; motivation and challenge; organisation and management; and self-regulation. Instructional moves associated with each were defined. There was a significant association between three dimensions (learning tasks, direct instruction and self-regulation) and learner gains. Analysis also indicated that these effective teachers of writing employed an interconnected range of instructional moves in a strategic and flexible way. Instructional actions and activities are particularly effective if regarded as purposeful by learners and if they include meaningful opportunities for learner involvement. The findings detail strategies for generating higher than anticipated gains by learners. 相似文献
20.
Allison Skerrett 《Journal of Educational Change》2011,12(2):211-220
In this article, I discuss two areas of Andy Hargreaves’ scholarship, teachers’ identity and biography and the three periods
of educational change spanning the 1960s to 1990s, that have influenced my work as a teacher educator and researcher. I describe
research projects, including self-studies, in which I have examined the influence of teachers’ identities and biographies
on their beliefs and practices of responding to student diversity. I also explore how the topic of teachers’ identity and
biography are integrated into the courses I teach. Additionally, I describe how I have related the three periods of educational
change—a period of optimism and innovation, a period of complexity and contradiction, and a period of marketization and standardization,
along with the monocultural restoration—to corresponding policies and practices of responding to student diversity in the
US and Ontario, Canada. Finally, I discuss a current project in which Andy and I are exploring core issues related to educational
leadership and diversity. 相似文献