Investigating teachers’ images of mathematics

Gladys Sterenberg

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Investigating teachers’ images of mathematics

机译：调查教师的数学形象

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Research suggests that understanding new images of mathematics is very challenging and can contribute to teacher resistance. An explicit exploration of personal views of mathematics may be necessary for pedagogical change. One possible way for exploring these images is through mathematical metaphors. As metaphors focus on similarities, they can be used to express already-held perceptions about the nature of mathematics. In addition to providing a way of talking about current views of mathematics, the analogous dimensions of metaphors can prompt new ways of thinking about these images. In this article, I consider the use of metaphors as a strategy for explicating elementary teachers’ views of mathematics. I claim that the investigation of metaphors of mathematics helped create a shared communicative space and enhanced the quality of the discussion with the teachers. In particular, our exploration of the metaphor mathematics is a language encouraged a consideration of the humanistic dimensions of mathematics and contributed to a varied re-imaging of mathematics.

机译：研究表明，了解新的数学图像非常具有挑战性，并且可能会导致教师的抵制。对于教学改革，可能需要对数学的个人观点进行明确的探索。探索这些图像的一种可能方法是通过数学隐喻。当隐喻关注相似性时，它们就可以用来表达对数学本质已有的看法。除了提供一种谈论当前数学观点的方式外，隐喻的类似维度还可以促使人们思考这些图像的新方式。在本文中，我考虑将隐喻用作一种策略，以阐明基本教师的数学观点。我声称，对数学隐喻的研究有助于建立一个共享的交流空间，并提高了与老师的讨论质量。特别地，我们对隐喻数学的探索是一种语言，它鼓励人们考虑数学的人文维度，并有助于对数学进行各种重新构想。

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《Journal of Mathematics Teacher Education》 |2008年第2期|89-105|共17页
作者
Gladys Sterenberg;
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作者单位

Faculty of Education Department of Elementary Education University of Alberta 551 Education South Edmonton AB Canada T6G 2G5;

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原文格式 PDF
正文语种 eng
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关键词
In-service teacher education; Elementary mathematics education; Metaphors of mathematics; Language and mathematics;

机译：在职教师教育;基础数学教育;数学隐喻;语言和数学;

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Investigating teachers’ images of mathematics

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