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首页> 外文期刊>Journal of mathematics teacher education >Mathematics, lenses and videotapes: a framework and a language for developing reflective practices of teaching
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Mathematics, lenses and videotapes: a framework and a language for developing reflective practices of teaching

机译：数学，镜片和录像带：框架和发展教学惯例的框架和语言

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摘要

The VIDEO-LM project (Viewing, Investigating and Discussing Environments of Learning Mathematics) is aimed at enhancing mathematics teachers' reflection on their professional practice, through watching and discussing videotaped lessons of unknown teachers. The discussions are guided by the use of an analytic framework, comprised of six detailed "viewing lenses." In this article, we first provide a brief historical context of practicing teacher education, followed by the description of the framework we developed. We then present selected data from 17 implementation sites that illustrate the impact of VIDEO-LM courses on the professional growth of participants. Findings show that using the six-lens framework in video-based peer conversations supports the development of a reflective language, with which mathematics teachers engage in deep discussions about core issues of their profession.
机译：VIDEO-LM项目（观看、调查和讨论数学学习环境）旨在通过观看和讨论未知教师的视频课程，加强数学教师对其专业实践的反思。讨论以分析框架为指导，该框架由六个详细的“观察镜头”组成在本文中，我们首先简要介绍了教师教育实践的历史背景，然后描述了我们开发的框架。然后，我们展示了17个实施网站的选定数据，这些数据说明了视频LM课程对参与者专业成长的影响。研究结果表明，在基于视频的同龄人对话中使用六镜头框架有助于发展反思性语言，数学教师可以利用这种语言深入讨论自己专业的核心问题。

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