• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of mathematics teacher education >Transforming mathematics classroom practice through participatory action research
【24h】

Transforming mathematics classroom practice through participatory action research

机译：通过参与行动研究改变数学课堂实践

获取原文
获取原文并翻译 | 示例
       
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This paper explores the potential of participatory action research to bring about significant changes in practice in a context in which more conventional approaches to research have had limited impact. It focuses on secondary mathematics classrooms where teaching approaches characterised by memorising and practising mathematical procedures, with little understanding of their application, purpose or underlying concepts, remain commonplace in many countries around the world and have proved highly resistant to change. The paper highlights the damage caused by such practices in terms of the alienation of large numbers of students and the inequitable outcomes they are associated with, including the strong correlation that persists between students' socio-economic status and mathematical attainment. It reports on the case of one participatory action research project, involving the author and five teacher researchers, that demonstrated how a vision of mathematics education, involving a genuinely engaging and empowering curriculum, can be translated into classroom practice. The paper considers the extent to which this research project was conducted in a collaborative, systematic and rigorous way. It reflects on the research processes that facilitated critical reflection, enabled the teacher researchers to overcome constraints and generated trustworthy findings. The insights gained from this analysis are used to argue that a participatory action research methodology, which resonates with a critical mathematics pedagogy, has the potential to challenge prevailing discourses in mathematics education and hence lead to genuine transformations in classroom practice.
机译：本文探讨了参与式行动研究在更传统的研究方法影响有限的背景下带来实践重大变化的潜力。它侧重于中学数学课堂，在这些课堂上，以记忆和实践数学程序为特征的教学方法，对其应用、目的或基本概念知之甚少，在世界各地的许多国家仍然司空见惯，并被证明具有很强的抗变性。论文强调了这种做法造成的损害，包括大量学生的疏远以及与之相关的不公平结果，包括学生的社会经济地位和数学成绩之间存在的强烈相关性。它报告了一个参与式行动研究项目的案例，该项目涉及作者和五名教师研究人员，展示了数学教育的愿景，涉及真正参与和授权的课程，如何转化为课堂实践。本文考虑了该研究项目以协作、系统和严格的方式进行的程度。它反映了促进批判性反思的研究过程，使教师研究人员能够克服限制，并得出可信的结果。从这一分析中获得的见解被用来证明，与批判性数学教育学产生共鸣的参与式行动研究方法，有可能挑战数学教育中的主流话语，从而导致课堂实践中的真正转变。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号