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首页> 外文期刊>Journal of Mathematics Teacher Education >Knowledge growth of mathematics teachers during professional activity based on the task of lesson explaining
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Knowledge growth of mathematics teachers during professional activity based on the task of lesson explaining

机译：基于课程讲解任务的数学教师在专业活动中的知识增长

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‘Lesson explaining’ has been developed in China from an evaluative resource to an effective form of teacher professional development with the value of emphasizing teacher reflective practice. This paper begins with a general description of lesson explaining. Then an example of ‘explaining’ a mathematics lesson for teaching probability is described. The analysis shows how the individual teacher develops his own subject matter knowledge of probability and how the professional community develops their pedagogical content knowledge during the professional activities based on the task of lesson explaining. In the concluding remarks, lesson explaining is described as a model of professional development for in-service mathematics teacher and is used as the basis for an alternative explanation for the Confucian heritage culture (CHC) learner paradox and the CHC teacher paradox.
机译：在中国，“经验解释”已经从一种评估资源发展成为一种有效的教师专业发展形式，其价值在于强调教师反思性实践。本文从课程解释的一般描述开始。然后描述了一个“解释”数学课程的教学概率示例。分析显示了在课程活动中，基于课程讲解的任务，个别教师如何发展自己的概率主题知识，以及专业团体如何发展其教学内容知识。在结束语中，课程解释被描述为在职数学教师的专业发展模型，并且被用作对儒家文化（CHC）学习者悖论和CHC老师悖论进行替代解释的基础。

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