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Teaching experiments and professional development

机译：教学实验与专业发展

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摘要

The challenge that we address concerns teachers’ shifts toward student-centered instruction. We report on a yearlong professional development study in which two United States elementary school teachers engaged in a teaching experiment, as described by Steffe and Thompson (in: Lesh and Kelly (eds) Research on design in mathematics and science education, 2000). The teaching experiment involved close mathematical interactions with a pair of students after school, in the context of solving fractions tasks. By conducting a teaching experiment, we anticipated that each teacher would have more opportunity to develop insight into students’ mathematics. We also anticipated that these insights would influence the teachers’ classroom practice, even without explicit support for such a shift. Indeed, the teachers found that they began asking more probing questions of their students and spending more time listening to students’ explanations, but shifts to classroom practice were limited by constraining factors such an inflexible curriculum.
机译：我们要解决的挑战涉及教师向以学生为中心的教学转变。正如Steffe和Thompson所描述的那样，我们进行了为期一年的专业发展研究，其中两名美国小学教师参与了一项教学实验（见：Lesh和Kelly（eds）数学和科学教育设计研究，2000年）。教学实验涉及在解决分数任务的情况下与一对学生放学后进行紧密的数学交互。通过进行教学实验，我们预计每位老师将有更多机会深入了解学生的数学。我们还预计，即使没有这种转变的明确支持，这些见解也会影响教师的课堂实践。的确，老师们发现他们开始向学生提出更多的探索性问题，并花费更多的时间来听取学生的解释，但是转向课堂实践的过程受到诸如课程设置不够灵活等限制因素的限制。

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