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首页> 外文学位 >Learning within context: Exploring lesson study as an aid in enhancing teachers' implementations, conceptions, and perceptions of the mathematics teaching practices.
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Learning within context: Exploring lesson study as an aid in enhancing teachers' implementations, conceptions, and perceptions of the mathematics teaching practices.

机译：在上下文中学习：探索课程学习，以帮助提高教师对数学教学实践的理解，理解和理解。

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摘要

With traditional teaching methods pervasive in the U.S., it is crucial that mathematics teacher educators and professional development leaders understand what methods result in authentic changes in classroom instruction. Lesson study presents a promising approach to developing reform-oriented instruction, as it is situated within the classroom, draws upon rich discussions about lesson development, and creates opportunities for reflection upon practice. Although the literature has shown the usefulness of lesson study, evidence of how lesson study can support teachers' implementations, conceptions, and perceptions of reform-oriented instruction could be vital to the success of mathematics education locally and across the country. This study used an embedded case study design to explore how lesson study can be used to aid teachers in conceptualizing and implementing the Mathematics Teaching Practices and investigate how teachers' perceptions towards reform-oriented teaching change while participating in a Chinese form of lesson study, called Keli lesson study.;The researcher approached analysis from both individual and holistic perspectives. From an individual perspective, each participant made meaningful changes with respect to his or her implementation, conception, and perception of the Mathematics Teaching Practices. From a holistic perspective, the group made enhancements to the research lesson with respect to setting goals to focus learning, using goals to guide instructional decisions, designing the task, connecting representations, and teaching through problem solving. As a result, the research lesson became more focused and created rich opportunities for students to learn through problem solving. A cross-case analysis revealed that the most prominent changes across the embedded cases occurred with respect to four specific Mathematics Teaching Practices. The results of this study also revealed certain aspects of Keli lesson study that influenced change to participants' implementations, conceptions, and perceptions related to the Mathematics Teaching Practices. However, a disconnect was found, as there were 11 changes across the participants in this study related to conception and perception that were not associated with changes in implementation. The results of this study revealed the effectiveness of Keli lesson study in supporting teachers in transitioning to reform-oriented practices, as each participant made meaningful changes related to his or her implementation, conception, or perception. Moreover, this study revealed the aspects of professional development that influenced teacher change. Ongoing efforts are required, however, to influence sustained changes in implementation.
机译：在美国普及了传统的教学方法之后，至关重要的是，数学老师的教育者和专业发展领导者必须了解哪种方法会导致课堂教学发生真正的变化。由于课堂教学环境中的课堂学习，因此它为发展以改革为导向的教学方法提供了一种有前途的方法，它利用了关于课程开发的丰富讨论，并为反思实践创造了机会。尽管文献显示了课程学习的有用性，但有关课程学习如何支持教师的实施，构想和对面向改革的教学的认识的证据，对于本地和全国范围的数学教育的成功至关重要。这项研究使用嵌入式案例研究设计，探讨了课程学习可如何用于帮助教师概念化和实施数学教学实践，并研究教师在参与以中文形式进行的课程学习时如何看待改革导向的教学观念Keli课程研究。研究人员从个人和整体角度进行了分析。从个人的角度来看，每个参与者在其实施，概念和对数学教学实践的认识方面都做出了有意义的改变。从整体的角度来看，该小组在设置目标重点学习，使用目标指导教学决策，设计任务，连接表示以及通过解决问题进行教学等方面增强了研究课程。结果，研究课变得更加集中，并为学生提供了解决问题的学习机会。跨案例分析显示，在嵌入式案例中，最明显的变化发生在四种特定的数学教学实践方面。这项研究的结果还揭示了Keli课程研究的某些方面，这些方面影响了参与者对与数学教学实践有关的实施，观念和观念的改变。但是，发现存在脱节，因为该研究参与者中有11个与概念和感知有关的变化与实施的变化无关。这项研究的结果揭示了Keli课程研究在支持教师向以改革为导向的实践过渡方面的有效性，因为每个参与者都对其实施，构想或看法进行了有意义的改变。此外，这项研究还揭示了影响教师变化的专业发展方面。但是，需要不断努力以影响实施的持续变化。

著录项

  • 作者

    Prince, Kyle.;

  • 作者单位

    Middle Tennessee State University.;

  • 授予单位 Middle Tennessee State University.;
  • 学科 Mathematics education.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 285 p.
  • 总页数 285
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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