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首页> 外文期刊>Journal of mathematics teacher education >Framing a robust understanding of proportional reasoning for teachers
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Framing a robust understanding of proportional reasoning for teachers

机译：对教师的比例推理造成强大的理解

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摘要

Proportional reasoning is foundational in school mathematics. Despite the importance of proportional reasoning, little has been written about the knowledge needed for teachers to teach proportional reasoning relative to its importance. In this paper, we present an initial definition for a robust understanding of proportional reasoning for teaching based on synthesizing past scholarship in conjunction with an empirical study of the knowledge resources practicing teachers use to make sense of proportional reasoning tasks. As a result of this effort, we present here an initial framing of operationalized knowledge resources based upon our definition for a robust understanding that could be used as an analytic tool. We also describe how such a framework of knowledge resources is useful in the context of teacher education, and we provide an example of how the framework was used to analyze the knowledge resources a teacher employed to make sense of a proportional reasoning task. We end by discussing possible implications our framework has for designing teacher education experiences and further research that is needed.
机译：比例推理是学校数学的基础。尽管比例推理很重要，但与比例推理的重要性相比，关于教师教授比例推理所需的知识却鲜有报道。在本文中，我们提出了一个初步的定义，以便在综合以往学术成果的基础上，充分理解教学中的比例推理，并对实践教师用于理解比例推理任务的知识资源进行了实证研究。作为这项工作的结果，我们在这里提出了一个基于我们的定义的可操作知识资源的初步框架，以便能够作为一种分析工具进行强有力的理解。我们还描述了这样一个知识资源框架在教师教育中是如何有用的，并提供了一个示例，说明如何使用该框架分析教师为理解比例推理任务而使用的知识资源。最后，我们讨论了我们的框架对设计教师教育经验和需要进一步研究的可能影响。

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