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首页> 外文期刊>Journal of Mathematics Teacher Education >The impact of task-based professional development on teachers’ practices and beliefs: a design research study
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The impact of task-based professional development on teachers’ practices and beliefs: a design research study

机译：基于任务的专业发展对教师的实践和信念的影响：一项设计研究

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The paper describes a design research study with experienced mathematics teachers of post-16 low-attaining students. The study explored the use of generic collaborative mathematics tasks in promoting professional development. I describe the theoretical basis for the design of the tasks, the tasks themselves and a professional development programme in which they were used by teachers drawn from 44 colleges. Teachers that used many of the tasks reported profound changes to their practices and this was confirmed student reports and classroom observation. Teachers’ beliefs about mathematics, teaching and learning both constrained the ways the tasks were implemented and were challenged by the affective and cognitive outcomes. The variation in these outcomes are examined and explained from the evidence.
机译：本文介绍了一项由16岁以下低学历学生的经验丰富的数学老师进行的设计研究。该研究探索了通用协作数学任务在促进专业发展中的用途。我描述了任务设计的理论基础，任务本身以及一个专业发展计划，来自44所学院的教师在其中使用了它们。使用许多任务的老师报告说他们的做法发生了深刻的变化，这被确认为学生报告和课堂观察。教师对数学，教学和学习的信念不仅限制了任务的执行方式，而且还受到情感和认知结果的挑战。这些结果的变化将根据证据进行检查和解释。

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