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首页> 外文期刊>Journal of mathematics teacher education >Promoting teacher learning: a framework for evaluating the educative features of mathematics curriculum materials
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Promoting teacher learning: a framework for evaluating the educative features of mathematics curriculum materials

机译：促进教师学习：评估数学课程材料教育特征的框架

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Educative curricula, curriculum materials that intentionally foster teacher professional development, can serve as a site for teacher learning through their use in daily instructional practices. The present article introduces a framework, Teacher Learning Opportunities in Mathematics Curriculum Materials (TLO-Math), for designing and evaluating mathematics curriculum materials’ educative features according to seven theoretically based variables: (1) mathematics content knowledge for teaching, (2) teacher knowledge of student thinking in mathematics, (3) teacher knowledge of disciplinary discourse in mathematics, (4) teacher knowledge of assessment in mathematics, (5) teacher knowledge of differentiated instruction in mathematics, (6) teacher knowledge of technology use in mathematics, and (7) teacher knowledge of mathematical community. Each variable is illustrated with a definition, guiding questions, discipline-specific literature, and examples from two sets of elementary mathematics curriculum materials. The development of the TLO-Math framework is a critical first step for further study of the use of mathematics curriculum materials as sites for teacher learning.
机译：教育课程，故意培养老师专业发展的课程材料可以作为教师学习的网站，通过他们在日常教学实践中使用。本文介绍了框架，教师学习机会数学课程材料（TLO-数学），用于根据七种理论上的变量设计和评估数学课程材料的教育特征：（1）数学教学内容知识，（2）教师对数学学生思维的了解，（3）数学纪律话语教师知识，（4）数学评估教师知识，（5）数学差异化教学的教师知识，（6）在数学中使用的技术使用教师知识， （7）数学界的教师知识。每个变量用定义，指导问题，学科的文献和来自两组基本数学课程材料的示例进行说明。 TLO-数学框架的发展是进一步研究数学课程材料作为教师学习的网站的关键第一步。

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