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Teachers' Considerations of Students' Thinking During Mathematics Lesson Design

机译：数学课设计中教师对学生思维的思考

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摘要

Teachers' abilities to design mathematics lessons are related to their capability to mobilize resources to meeting intended learning goals based on their noticing. In this process, knowing how teachers consider students' thinking is important for understanding how they are making decisions to promote student learning. While teaching, what teachers notice influences their decision-making process. This article explores the mathematics lesson planning practices of four 4th-grade teachers at the same school to understand how their consideration of students' learning influences planning decisions. Case study methodology was used to gain an in-depth perspective of the mathematics planning practices of the teachers. Results indicate the teachers took varying approaches in how they considered students. One teacher adapted instruction based on students' conceptual understanding, two teachers aimed at producing skill-efficient students, and the final teacher regulated learning with a strict adherence to daily lessons in curriculum materials, with little emphasis on student understanding. These findings highlight the importance of providing professional development support to teachers focused on their noticing and considerations of students' mathematical understandings as related to learning outcomes. These findings are distinguished from other studies because of the focus on how teachers consider students' thinking during lesson planning.
机译：教师设计数学课程的能力与他们根据自己的注意调动资源以实现预期的学习目标的能力有关。在此过程中，了解教师如何考虑学生的思想对于理解他们如何制定决策以促进学生学习非常重要。在教学过程中，老师注意到的内容会影响他们的决策过程。本文探讨了同一所学校的四位四年级老师的数学课程计划实践，以了解他们对学生学习的考虑如何影响计划决策。案例研究方法被用来深入了解教师的数学规划实践。结果表明，教师在考虑学生方面采取了不同的方法。一位老师根据学生的概念理解来改编教学，两位老师旨在培养技能娴熟的学生，而最后一位老师则严格按照课程中的日常课程来规范学习，很少强调学生的理解。这些发现凸显了向教师提供专业发展支持的重要性，重点在于他们对与学习成果有关的注意和对学生数学理解的关注。这些发现与其他研究不同，因为它们着重于教师在课程计划中如何考虑学生的思维。

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