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首页> 外文期刊>Journal of mathematics teacher education >Shared authority in the mathematics classroom: successes and challenges throughout one teacher's trajectory implementing ambitious practices
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Shared authority in the mathematics classroom: successes and challenges throughout one teacher's trajectory implementing ambitious practices

机译：数学课堂中的共同权威：在整个教师轨迹中实施雄心勃勃的做法的成功和挑战

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摘要

A critical role of mathematics teacher education is to equip teachers with understandings and ambitious practices that support effective mathematics teaching for students from diverse backgrounds, specifically connecting to children's mathematical thinking (CMT) and children's linguistic, cultural, and family funds of knowledge (CFoK). Drawing on data from a larger research project, TEACH Math, this longitudinal case study uses the lens of authority to examine one teacher's, Sena's, understandings and practices related to CMT and CFoK over a 4-year period, i.e., through mathematics methods, student teaching, and early career teaching. Findings identify changes made in understandings and practices related to CMT and CFoK, with a focus on the development of recognition and realization rules. Emphasis is placed on how authority was shared in the classroom and how this may have impacted one teacher's development of two very different learning-to-teach trajectories for connecting to CMT and CFoK. Implications for teacher educators focused on supporting novice teachers in developing ambitious mathematics teaching practices are discussed.
机译：数学教师教育的一项关键作用是为教师提供有关谅解和雄心勃勃的做法，支持各种背景的学生有效的数学教学，特别是与儿童数学思维（CMT）和儿童语言，文化，家庭基金（CFOK）相连。从较大的研究项目中汲取数据，教导数学，这项纵向案例研究使用权威镜头来检查一名教师，塞纳，思考和实践与CMT和CFOK相关的4年期间，即通过数学方法学生教学和早期职业教学。调查结果确定了与CMT和CFOK相关的谅解和实践所取得的变化，重点是发展和实现规则的发展。重点是在课堂上分享权威如何以及如何影响一个教师的两个非常不同的学习轨迹，以便连接到CMT和CFOK。讨论了对教师教育工作者的影响，专注于支持新手教师发展雄心勃勃的数学教学实践。

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