Multiple representations as sites for teacher reflection about mathematics learning

Amy E. Ryken

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Multiple representations as sites for teacher reflection about mathematics learning

机译：多种表示形式作为教师反思数学学习的场所

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摘要

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.

机译：这个纪录片帐户将教师教育者，准教师和小学生的数学思维联系在一起，展示了学习数学的共同挑战。它着重介绍了一项重要的数学推理技能-创建和分析表示形式。作者检查了准教师对视觉表示任务的反应，然后检查了小学生对数学任务的反应。该分析揭示了准教师创建图形表示形式的最初趋势，并强调了超越所创建图片的重要性对准教师如何使用数学模型的重视。此外，记录了准教师在超越基于规则的数学概念和评估学生作业的正确/错误框架方面所面临的挑战。研究结果表明，分析表征有助于潜在的教师（和教师教育者）通过与专注于阅读具有多种含义并提出有关学生思维和课程材料的问题的教学文化进行互动，从而重新思考其教学实践。

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来源
《Journal of Mathematics Teacher Education》 |2009年第5期|347-364|共18页
作者
Amy E. Ryken;
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作者单位

University of Puget Sound Tacoma WA USA;

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原文格式 PDF
正文语种 eng
中图分类
关键词
Assessment; Case studies; Diagrams; Elementary education; Inter-relating theory and practice; Mathematics; Problem solving; Professional development; Reflection; Representations; Teacher learning; Teaching knowledge; Prospective teachers; Teacher educators;

机译：评估;案例研究;图表;基础教育;相互联系的理论与实践;数学;问题解决;专业发展;反思;陈述;教师学习;教学知识;准教师;教师教育者;

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1. Multiple representations as sites for teacher reflection about mathematics learning [J] . Amy E. Ryken Journal of mathematics teacher education . 2009,第5期

机译：多种表示形式作为教师反思数学学习的场所
2. Multiple representations as sites for teacher reflection about mathematics learning [J] . Amy E. Ryken Journal of mathematics teacher education . 2009,第5期

机译：多种表示形式作为教师反思数学学习的场所
3. Promoting equity in mathematics teacher preparation: a framework for advancing teacher learning of children’s multiple mathematics knowledge bases [J] . Erin E. Turner, Corey Drake, Amy Roth McDuffie, Journal of Mathematics Teacher Education . 2012,第1期

机译：促进数学教师准备的公平：一个框架，以促进教师学习儿童的多个数学知识库
4. (660) REFLECTION OF MATHEMATICS AND LANGUAGE INTEGRATED LEARNING AS AN EDUCATIONAL NEED OF TEACHERS [C] . Martina Uhli?ova, Jitka Laitochova, Jitka Hodaňova International Technology, Education and Development Conference . 2018

机译：（660）数学和语言综合学习的反思作为教师的教育需求
5. Computer-based representations in mathematics classrooms: The effects of multiple linked and semi-linked representations on students' learning of linear relationships. [D] . Ozgun-Koca, S. Asli. 2001

机译：数学课堂中基于计算机的表示形式：多重链接和半链接表示对学生学习线性关系的影响。
6. Teacher–Student Interaction and Chinese Students’ Mathematics Learning Outcomes: The Mediation of Mathematics Achievement Emotions [O] . Wei Lin, Hongbiao Yin, Jiwei Han, 2020

机译：师生互动与中国学生的数学学习成果：数学成就情感的中介
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Multiple representations as sites for teacher reflection about mathematics learning

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