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首页> 外文期刊>Journal of mathematics teacher education >Video as a catalyst for mathematics teachers' professional growth
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Video as a catalyst for mathematics teachers' professional growth

机译：视频作为数学教师专业发展的催化剂

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In today's world, characterized by rapid technological advancements occurring on a dayto- day basis, using video as a means for learning seems almost unavoidable. Laptops, tablets and smartphones enable us to access videotaped instruction almost everywhere and with regard to almost any topic. However, most of such video-based learning enhances the kind of knowledge we might refer to as "first-order knowledge", i.e., acquisition of various kinds of information. Whether we learn about global economics, solving quadratic equations, attributes of Shakespearean sonnets or how to make an origami bird (all of these subjects available in hundreds of web videos), the point is, in principle, that we watch an expert explain concepts or demonstrate procedures, and we try to follow, understand or apply what is being discussed or shown. The attainment of first-order knowledge through video is already deeply ingrained in the culture of the twenty-first century. However, the use of video for attaining or improving "second-order knowledge", i.e., our knowledge about what we know, what we need to know, what we want to know, is less prevalent. Second-order knowledge involves reflective skills, and the issue of how to recruit the powers of video for the improvement of such skills lies at the heart of up-to-date programs for professional development worldwide, in various domains such as health, social work, psychotherapy and education (e.g., Todd et al. 2015; Gaudin and Chalie's 2015). Specifically, a growing number of professional development (PD) programs for mathematics teachers around the world centralize video as a catalyst for teachers' reflection on their teaching and on their students' learning (e.g., Borko et al. 2011; Geiger et al. 2016; Seidel et al. 2011; Simpson et al. 2017; Taylan 2017).
机译：在当今世界，技术日新月异，使用视频作为学习手段几乎是不可避免的。笔记本电脑、平板电脑和智能手机使我们能够在几乎任何地方、几乎任何话题上获取视频教学。然而，大多数基于视频的学习增强了我们可以称之为“一阶知识”的知识，即获取各种信息。无论我们学习全球经济、求解二次方程、莎士比亚十四行诗的属性，还是如何制作折纸鸟（所有这些主题都可以在数百个网络视频中找到），原则上，我们都要看着专家解释概念或演示程序，并试着遵循、理解或应用正在讨论或展示的内容。通过视频获取一级知识已经深深扎根于21世纪的文化中。然而，利用视频获取或提高“二阶知识”，即我们对所知、所需、所想的知识的了解，却不那么普遍。二阶知识涉及反思技能，如何利用视频的力量来提高这些技能的问题是世界范围内各个领域的最新专业发展计划的核心，如健康、社会工作、心理治疗和教育（例如Todd等人2015；Gaudin和Chalie的2015）。具体而言，世界各地越来越多的数学教师专业发展（PD）项目将视频作为教师反思教学和学生学习的催化剂（例如Borko等人2011年；Geiger等人2016年；Seidel等人2011年；Simpson等人2017年；Taylan 2017年）。

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