Investigating teachers' images of mathematics

Gladys Sterenberg

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Investigating teachers' images of mathematics

机译：调查教师的数学形象

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Research suggests that understanding new images of mathematics is verychallenging and can contribute to teacher resistance. An explicit exploration of personalviews of mathematics may be necessary for pedagogical change. One possible way forexploring these images is through mathematical metaphors. As metaphors focus on sim-ilarities, they can be used to express already-held perceptions about the nature ofmathematics. In addition to providing a way of talking about current views of mathematics,the analogous dimensions of metaphors can prompt new ways of thinking about theseimages. In this article, I consider the use of metaphors as a strategy for explicating ele-mentary teachers' views of mathematics. I claim that the investigation of metaphors ofmathematics helped create a shared communicative space and enhanced the quality of thediscussion with the teachers. In particular, our exploration of the metaphor mathematics isa language encouraged a consideration of the humanistic dimensions of mathematics andcontributed to a varied re-imaging of mathematics.

机译：研究表明，理解新的数学图像具有很大的挑战性，并可能导致教师的抵制。对于教学改革，可能需要对数学的个人观点进行明确的探索。探索这些图像的一种可能方法是通过数学隐喻。隐喻关注于相似性时，它们可以用来表达对数学本质的已掌握的看法。除了提供一种谈论当前数学观点的方式外，隐喻的类似维度还可以促使人们思考这些图像的新方式。在本文中，我认为使用隐喻作为一种策略，以阐明基础教师的数学观点。我声称，对数学隐喻的研究有助于建立一个共享的交流空间，并提高了与教师讨论的质量。特别是，我们对隐喻数学是一种语言的探索，鼓励人们考虑数学的人文维度，并为数学的各种重新构想做出了贡献。

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《Journal of mathematics teacher education》 |2008年第2期|共17页
作者
Gladys Sterenberg;
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正文语种 eng
中图分类教育;
关键词
In-service teacher education; Elementary mathematics education; Metaphors of mathematics; Language and mathematics;

机译：在职教师教育;基础数学教育;数学隐喻;语言和数学;

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机译：调查教师的数学形象
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