Exploring the relationship between mathematics teachers' implicit associations and their enacted practices

Davis Brent; Towers Jo; Chapman Olive; Drefs Michelle; Friesen Sharon

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Exploring the relationship between mathematics teachers' implicit associations and their enacted practices

机译：探索数学教师隐性协会与颁布实践的关系

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We examine the relationship between how teachers talk about teaching and their actual teaching practices. Analyses of their talk were based on extensive transcripts and writings and focused on metaphors and images invoked when discussing knowledge, learning, and teaching. Three distinct and coherent webs of association were identified, which we describe as "traditional," "reform," and "middling." For both traditional and reform teachers, preferred webs of association proved to be highly consistent with classroom practices. For teachers who tended to draw on the "middling" web, practices tended to vary dramatically, and habits of speaking appeared to be linked to frustrations with teaching. Implications for professional learning are discussed.

机译：我们研究教师如何谈论教学的关系及其实际教学实践。他们的谈话分析是基于广泛的成绩单和作品，并专注于在讨论知识，学习和教学时调用的隐喻和图像。确定了三个不同的和相干的关联网络，我们描述为“传统”，“改革”和“中间”。对于传统和改革教师来说，首选的结社网络被证明与课堂惯例高度一致。对于倾向于绘制“中间”网络的教师，往往会急剧差异的做法，而讲话的习惯似乎与教学的挫败感有关。讨论了对专业学习的影响。

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《Journal of mathematics teacher education》 |2020年第4期|共22页
作者
Davis Brent; Towers Jo; Chapman Olive; Drefs Michelle; Friesen Sharon;
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作者单位

Univ Calgary Calgary AB Canada;

Univ Calgary Calgary AB Canada;

Univ Calgary Calgary AB Canada;

Univ Calgary Calgary AB Canada;

Univ Calgary Calgary AB Canada;

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原文格式 PDF
正文语种 eng
中图分类教育;
关键词
Teacher knowledge; Teacher beliefs; Teaching practices; Educational change;

机译：教师知识;教师信仰;教学实践;教育变革;

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1. Exploring the relationship between mathematics teachers' implicit associations and their enacted practices [J] . Davis Brent, Towers Jo, Chapman Olive, Journal of mathematics teacher education . 2020,第4期

机译：探索数学教师隐性协会与颁布实践的关系
2. Using technology to explore mathematical relationships: A framework for orienting mathematics courses for prospective teachers [J] . Bowers J.S., Stephens B. Journal of mathematics teacher education . 2011,第4期

机译：使用技术探索数学关系：面向准教师的数学课程定向框架
3. STEAM Enacted: A Case Study Exploring Middle School Teachers Implementing STEAM Instructional Practices [J] . DANIELLE HERRO, CASSIE QUIGLEY Journal of computers in mathematics and science teaching . 2016,第4期

机译：颁布了STEAM：以中学教师实施STEAM教学实践为例的案例研究
4. Structural Equation Modeling Assessing Relationship Between Mathematics Beliefs, Teachers' Attitudes and Teaching Practices Among Novice Teachers in Malaysia [C] . Noziati Borhan, Effandi Zakaria International Conference on Education, Mathematics and Science . 2017

机译：在马来西亚新手教师中数学信仰，教师态度与教学实践之间的结构方程式建模
5. Exploring Explicit and Implicit Influences on Prospective Secondary Mathematics Teachers' Development of Beliefs and Classroom Practice Through Case Study Analysis [D] . Harrison, Jennifer Lynn 2012

机译：通过案例研究分析探索前瞻性二重学教师对预期次要数学教师发展的明确和隐含影响
6. Investigating the Associations of Constructivist Beliefs and Classroom Climate on Teachers Self-Efficacy Among Australian Secondary Mathematics Teachers [O] . Fang Guangbao, Teo Timothy 2021

机译：调查建构主义信仰和课堂气候对澳大利亚中学教师教师自我效力的协会
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Exploring the relationship between mathematics teachers' implicit associations and their enacted practices

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