• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Understanding ambitious mathematics teaching practice through instructional activities.
【24h】

Understanding ambitious mathematics teaching practice through instructional activities.

机译：通过教学活动了解雄心勃勃的数学教学实践。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Research in the field of math education continues to press teachers guide instruction based on students' needs and contributions, focusing on student learning through facilitation of whole-group discussions. This dissertation presents the findings of a qualitative study of two elementary teachers managing such "ambitious" teaching practices across an academic year within two instructional activities. Framing for this study synthesizes relevant literature to name five features of ambitious instruction that can be enacted within different participation structures as teachers manage interactions between elementary students and content. The instructional activities studied act as containers to exemplify two different participation structures: divergent and convergent discussions. This dissertation aimed to better understand the features and practice of ambitious instruction by studying two elementary teachers' enactments of the instructional activities of choral counting and posing a string of related problems through a series of videotaped lessons in each classroom, 12 per classroom, across three time points during an academic year. Each teacher was interviewed after each set of videotaped lessons. The findings present that these two instructional activities can be enacted in ambitious ways. Each teacher enacted the instructional activities in various ways, managing the features of ambitious instruction through different foci, which related to students' opportunities to learn mathematics with understanding: Ms. C, a first grade teacher, was goal-directed while Ms. S, a third grade teacher, was representation-centered. Each teacher's case offers something to the field as it is interesting to consider teachers' instructional choices when their intent is to be responsive to and build on their students' contributions. Ms. C's case offers insights into how goals can support a teacher in making instructional choices in the moment to manage discussions and orient students to mathematical ideas and Ms. S's case offers insights into how the use of representations can make students' thinking more public and provide access for students to orient their ideas to each other.
机译：数学教育领域的研究继续使教师根据学生的需求和贡献来指导教学，重点是通过促进全组讨论来学习学生。这篇论文提出了定性研究的结果，该研究是对两个小学教师在整个学年中两次教学活动中管理这种“雄心勃勃”的教学实践进行定性研究的。本研究的框架综合了相关文献，列举了雄心勃勃的教学的五个特征，这些特征可以在教师管理小学生与内容之间的互动时，在不同的参与结构中实现。研究的教学活动充当容器的作用，以举例说明两种不同的参与结构：分歧和融合的讨论。本论文旨在通过研究两个小学教师对合唱计数的教学活动的演练，并通过在每个教室中进行一系列录像，每个教室十二个，跨三个教室的录像带构成一系列相关问题，来更好地理解雄心勃勃的教学的特点和实践。一学年的时间点。每套录像课程之后，每位老师都接受了采访。研究结果表明，这两种教学活动可以雄心勃勃地制定。每位老师都以各种方式开展教学活动，通过不同的重点管理雄心勃勃的教学特征，这与学生了解数学的机会有关：一年级老师C女士是目标导向，而S女士，三年级的老师是以代表为中心的。每位老师的案例都为该领域提供了一些帮助，因为当他们的意图是响应并基于学生的贡献时，考虑老师的教学选择很有趣。 C女士的案例提供了关于目标如何能够在当前进行讨论管理和指导学生进行数学选择时如何支持教师做出教学选择的见解，S女士的案例则提供了关于如何使用表示法可以使学生的思想更加公开和深入的见解。为学生提供相互交流思想的途径。

著录项

  • 作者

    Kelley-Peterson, Megan Marie.;

  • 作者单位

    University of Washington.;

  • 授予单位 University of Washington.;
  • 学科 Elementary education.;Mathematics education.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 235 p.
  • 总页数 235
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号