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首页> 外文期刊>Journal of mathematics teacher education >Can teachers and mathematicians communicate productively? The case of division with remainder
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Can teachers and mathematicians communicate productively? The case of division with remainder

机译：教师和数学家可以持续沟通吗？ 剩余部分的案例

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Is it possible that a meeting of mathematicians and primary school teachers will be productive? This question became intriguing when one professor of mathematics initiated a professional development course for practicing primary school teachers, which he taught alongside a group of mathematics Ph.D. students. This report scrutinizes the uncommon meeting of these two communities, who have very different perspectives on mathematics and its teaching. The instructors had no experience in primary school teaching, and their professed goal was to deepen the teachers’ understanding of the mathematics they teach, while teachers were expecting the course to be pedagogically relevant for their teaching. Surprisingly, despite this mismatch in expectations, the course was considered a success by teachers and instructors alike. In our study, we analyzed a lesson on division with remainder for teachers of grades 3–6, taught by the professor. The framework used for the data analysis was mathematical discourse for teaching , a discursive adaptation of the well-known mathematical knowledge for teaching framework. Our analysis focuses on the nature of the interactions between the parties and the learning opportunities they afforded. We show how different concerns, which might have hindered communication, in fact fueled discussions, leading to understandings of the topic and its teaching that were new to all the parties involved. The findings point to a feasible model for professional development where mathematicians may contribute to the education of practicing teachers, while they are gaining new insights themselves.
机译：数学家和小学教师是否有可能富有成效？当数学教授发起专业发展课程的练习小学教师时，这个问题变得有趣，他与一群数学博士一起教授。学生们。本报告审查了这两个社区的罕见会议，他们对数学和教学具有很大的观点。教师在小学教学中没有经验，他们的自称目标是加深教师对他们所教学的数学的理解，而教师则期望教师对他们的教学进行教育相关。令人惊讶的是，尽管存在这种不匹配的期望，但课程被教师和教师的成功被视为成功。在我们的研究中，我们分析了教授为3-6级的余额的课程，由教授教授。用于数据分析的框架是教学的数学话语，是对教学框架的众所周知的数学知识的话语调整。我们的分析侧重于各方与他们所提供的学习机会之间的互动性质。我们展示了如何妨碍沟通的不同问题，实际上促进了讨论，导致对涉及所有各方新的话题及其教学的理解。该研究结果指出了数学家可能为实践教师的教育做出贡献的专业发展的可行模式，同时他们自己正在获得新的见解。

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