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首页> 外文期刊>Journal of mathematics teacher education >Learned adaptations: Teachers' understanding and use of curriculum resources
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Learned adaptations: Teachers' understanding and use of curriculum resources

机译：学习的适应：教师的理解和使用课程资源

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This study focused on the use of curriculum materials for three teachers who had enacted instructional sequences from the materials on multiple occasions. The study investigated how the teachers drew on the materials, what they understood about the curriculum resources, and how they connected their use of the materials to their observations of student thinking. There were similarities across the teachers, particularly with respect to their goals and how they read and followed recommendations in the teacher resource materials. There were differences in how their task revisions were in response to what they observed about student thinking. The teacher who most intensively observed student thinking made connections between her interpretations of students' strategies and her use of the curriculum resources, allowing her to design learned adaptations. Learned adaptations required both an understanding of the design rationale and empirically developed knowledge of how that rationale played out in practice. The empirically developed knowledge could not be totally anticipated by the designers, in part because it developed within a particular context by a teacher with particular characteristics. The case of the teacher who developed learned adaptations showed how these complementary forms of knowledge helped her to use the curriculum resources in ways that enhanced students' opportunities for sense making. Furthermore, her adaptations were intended to facilitate success not only at the task level, but also across instructional sequences as well. This study also shows how professional vision is not limited to informing only in-the-moment instructional decisions, but also to the use of curriculum materials.
机译：本研究专注于为三个教师使用课程材料，他们在多次从材料中颁布了教学序列。该研究调查了教师如何吸引材料，他们了解关于课程资源的内容，以及他们如何将它们对学生思维的观察结果连接到他们的观察。教师的相似之处，特别是关于他们的目标以及他们如何阅读和遵守教师资源材料的建议。他们的任务修订如何响应他们观察到学生思维的原因存在差异。最集中观察学生思维的老师在她对学生的策略和使用课程资源的用途之间进行了联系，让她设计了学习的适应。学习的适应需要了解设计理由和经验开发的知识，了解在实践中的基本原理。设计师无法完全预期经验开发的知识，部分是因为它在特定特征的教师内在特定环境中开发。开发学习适应的老师的案例表明，这些互补形式的知识如何帮助她利用课程资源，以加强学生的感知机会。此外，她的改编旨在促进不仅在任务水平的成功，而且还涉及跨教学序列。本研究还表明，专业愿景如何不仅限于信息，只能提供诸如课程材料的使用。

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