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首页> 外文期刊>Journal of mathematics teacher education >Including students' diverse perspectives on classroom interactions into video-based professional development for teachers
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Including students' diverse perspectives on classroom interactions into video-based professional development for teachers

机译：包括学生对教室的课堂互动的多样性观点，进入基于视频的教师的专业发展

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摘要

Video is often used in professional development courses to sensitize mathematics teachers to students' thinking and issues of classroom interaction. This article presents an approach that incorporates students' perspectives on mathematics classroom interactions into video-based professional development in order to enhance teachers' reflection on diverse awareness of students concerning demands within mathematics classroom interactions. This approach is theoretically justified by the empirical research on equal participation in classroom interaction and practically elaborated by video material from Grade 5 students. Empirical snapshots from design experiments with teachers demonstrate that teachers' sensitivity can be enhanced.
机译：在专业发展课程中，经常使用视频来提高数学教师对学生思维和课堂互动问题的敏感性。本文提出了一种将学生对数学课堂互动的看法融入基于视频的专业发展的方法，以增强教师对学生对数学课堂互动需求的不同认识的反思。通过对课堂互动中平等参与的实证研究，这种方法在理论上是合理的，并通过五年级学生的视频材料进行了实际阐述。教师设计实验的经验快照表明，教师的敏感性可以提高。

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