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首页> 外文期刊>Journal of mathematics teacher education >Developing prospective teachers' noticing and notions of productive struggle with video analysis in a mathematics content course
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Developing prospective teachers' noticing and notions of productive struggle with video analysis in a mathematics content course

机译：在数学含量课程中发展潜在教师的效力斗争概念与富有成效的斗争

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摘要

This study examined the development of prospective teachers' (PTs) understanding of productive struggle using video episodes which PTs analyzed through the lens of professional teacher noticing. Our qualitative study included 66 PTs in four sections of a semester-long mathematics content course for prospective elementary and middle school teachers that focused on numbers and operations. The goal was to give PTs opportunities to observe students struggling with the course content the PTs were studying and to enact their specialized content knowledge and pedagogical knowledge for teaching simultaneously. Findings suggest that the PTs develop the ability to attend to and interpret the mathematics underlying the student struggles through video analyses. They also begin to identify teaching strategies and practices that appear potentially useful for supporting productive struggle. The use of a productive struggle framework helped the PTs develop a language for discussing productive struggle. Findings also suggest that PTs who had very little knowledge of productive struggle became more aware of what it looks like in practice, discuss ways to support students' struggle and suggest its potential value in supporting students' understanding of mathematics. One implication for this study is to carefully weave opportunities to develop teaching practices such as support of productive struggle into the content course for teaching. The PTs may better bridge the stance between being a student and becoming a teacher in what productive struggle looks like in learning mathematics.
机译：本研究通过专业教师注意的视角，通过对视频片段的分析，考察了准教师对生产性斗争理解的发展。我们的定性研究包括为期一个学期的数学内容课程的四个部分中的66个PTs，面向未来的中小学教师，重点关注数字和运算。目的是让临时技术秘书处有机会观察临时技术秘书处正在学习的课程内容的学生，并同时传授他们的专业内容知识和教学知识。研究结果表明，PTs通过视频分析培养了关注和解释学生挣扎背后的数学知识的能力。他们还开始确定教学策略和实践，这些策略和实践似乎对支持生产性斗争非常有用。生产性斗争框架的使用帮助临时秘书处开发了一种讨论生产性斗争的语言。研究结果还表明，对生产性斗争知之甚少的PTs在实践中变得更清楚，他们讨论了支持学生斗争的方法，并提出了支持学生理解数学的潜在价值。这项研究的一个启示是，在教学内容课程中精心安排机会，发展教学实践，例如支持生产性斗争。PTs可以更好地在学生和教师之间架起桥梁，在学习数学的过程中，这是一场富有成效的斗争。

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