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Knowledge demands in teaching decimal numbers

机译：教学小数数的知识需求

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Existing frameworks of teachers' knowledge required to teach mathematics do not adequately capture the dynamic aspects of knowledge manifested in teaching practice. In this paper, we examine the knowledge demands that arise in situ, in the course of a teacher listening and responding to students' thinking, while teaching the topic of decimal fractions. We describe how contingent classroom situations pose challenges to the teacher, through an analysis of ‘‘paired episodes'', i.e. episodes of classroom teaching of the same sub-topic by a teacher in two consecutive years, with significant differences in the teacher's responsiveness to student thinking. We explicate the topic-specific knowledge demands posed on the teacher as students make connections between their prior knowledge of whole numbers and fractions with their emerging understanding of decimal fractions. We argue that an abstraction of knowledge demands from a close study of practice and reflection on them can be used to unpack the complex knowledge required by the teachers to teach responsively.
机译：现有教师知识所需的框架，所以教学数学要求不当捕捉教学实践中表现出的知识的动态方面。在本文中，我们研究了原位出现的知识需求，在教师倾听和回应学生的思考时，在教授十进制分数的主题时。我们描述了课堂课堂情况如何通过分析“成对的事件”，即在连续两年的教师在2年后的同一子主题的课堂教学剧集，具有巨大差异对教师对教师的响应性的显着差异学生思考。我们宣传教师提出的专题知识需求，因为学生在其先前了解整个数字和分数与新兴的对小数分数的理解之间进行了联系。我们认为，从对他们的实践和反思的密切研究，可以使用对知识要求的抽象来解开教师响应地教导教师所需的复杂知识。

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