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首页> 外文期刊>Journal of Mathematics Teacher Education >Where is the mathematics? Examining teachers’ mathematical learning opportunities in practice-based professional learning tasks
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Where is the mathematics? Examining teachers’ mathematical learning opportunities in practice-based professional learning tasks

机译：数学在哪里？在基于实践的专业学习任务中检查教师的数学学习机会

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Using the work of teaching as a central resource, practice-based approaches to teacher professional development attempt to coordinate and link different facets of teacher knowledge to each other and to the settings in which the knowledge is used. Advocates for practice-based professional development argue that learning experiences that are highly connected to and contextualized in professional practice can better enable mathematics teachers to make the kinds of complex, nuanced judgments required in teaching. Yet, evidence is generally lacking regarding if and how teachers might enhance their knowledge of mathematics through such professional development experiences. In this paper, we examine data from a practice-based professional development initiative to illuminate how the professional learning tasks (PLTs) used therein made available opportunities for teachers to work on and learn about mathematical ideas. We analyze data collected from several sources (e.g., video transcripts, interviews, end of session reflections) in the BIFOCAL (Beyond Implementation: Focusing on Challenge And Learning) project, which was a multi-year, practice-based professional development initiative intended to support teachers of mathematics in the middle grades (grades 6–8). We identify four distinct, though highly interrelated, opportunities for BIFOCAL participants to learn mathematics within the project’s PLT cycle when anchored by a narrative case. We also present excerpts from professional development sessions to illustrate how teachers considered mathematical ideas in relation to the ways in which students think about these ideas, the pedagogical entailments of these ideas, and the consequences of teachers’ decisions based on these ideas. Our analysis suggests that teachers had many opportunities to learn mathematics—to build or strengthen connections among related mathematical ideas—and to consider these ideas in relation to how students think about the ideas and to a range of pedagogical actions and decisions that affect students’ opportunities to learn.
机译：以教学工作为中心资源，基于实践的教师专业发展方法试图将教师知识的不同方面彼此协调并链接到使用知识的环境。倡导以实践为基础的专业发展的倡导者认为，与专业实践高度相关和情境化的学习经验可以更好地使数学教师做出教学中所需的各种复杂，细微的判断。然而，关于教师是否以及如何通过这样的专业发展经验来增强数学知识，普遍缺乏证据。在本文中，我们研究了来自基于实践的专业发展计划的数据，以阐明其中使用的专业学习任务（PLT）如何为教师提供了学习和学习数学思想的机会。我们在BIFOCAL（超越实现：专注于挑战和学习）项目中分析了从多个来源（例如，视频笔录，访谈，会议结束时的反思）收集的数据，该项目是一项多年的，基于实践的专业发展计划，旨在支持中级（6-8年级）数学老师。我们通过叙述案例为BIFOCAL参与者确定了四个截然不同但高度相关的机会，使BIFOCAL参与者可以在项目的PLT周期内学习数学。我们还提供了一些专业发展会议的摘录，以说明教师如何考虑数学思想，与学生思考这些思想的方式，这些思想的教学意义以及教师基于这些思想做出的决定的后果有关。我们的分析表明，教师有很多机会学习数学，可以建立或加强相关数学思想之间的联系，并且可以将这些思想与学生对思想的看法以及影响学生机会的一系列教学活动和决策相关联学习。

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