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首页> 外文期刊>Journal of mathematics teacher education >Social and analytic scaffolding in middle school mathematics: managing the dilemma of telling
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Social and analytic scaffolding in middle school mathematics: managing the dilemma of telling

机译：中学数学的社会和分析脚手架：管理讲述的困境

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摘要

The current reform movement in mathematics education urges teachers tosupport students as they make sense of mathematics, while also ensuring that they gainspecific mathematical skills and knowledge. The tension between these two expectationsgives rise to what we call the dilemma of telling: how to ensure that students come tocertain mathematical understandings, without directly telling them what they need to knowor do. Our study focused on how two middle school mathematics teachers who wereincorporating many aspects of reform mathematics into their instruction responded to thisdilemma. Data sources include classroom observations and videotapes of lessons over athree-year period. We found that both teachers devoted the majority of class time to studentconversations, both small group and whole class; however, the teachers strategicallyentered the student-dominated conversations by "telling" to meet specific curricular goals.
机译：当前数学教育的改革运动敦促教师ToSupport学生，因为它们是对数学感的，同时也确保他们获得了特定的数学技能和知识。 这两个期望之间的紧张局势会增加我们所谓的困境：如何确保学生来到数学理解，而无需直接告诉他们他们需要什么。 我们的研究侧重于两所中学数学教师，他曾经在其作出反应的作出反应中的改革数学的许多方面。 数据来源包括课堂观测和课程的课堂上的课程。 我们发现，两位教师都将大多数课程时间致力于学生的学生，包括小组和全班; 然而，教师通过“讲述”符合具体的课程目标来战略学生主导的对话。

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