基于记叙文写作,未来教师对学生数学思维的关注程度存在差异

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Mathematics Education Research Journal Pub Date : 2024-05-03 DOI:10.1007/s13394-024-00490-4
Rabih El Mouhayar
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引用次数: 0

摘要

本研究探讨了准教师(PTs)在实习课程背景下,基于叙事写作对学生数学思维的注意差异。研究涉及八名准教师,每人在整个课程期间每周撰写十篇叙事。根据范-埃斯(2011)的框架,大多数实习教师的注意能力处于平均水平,尤其是在混合注意和集中注意方面,倾向于中等水平。在混合注意水平上,尽管只是泛泛而谈,但教师们主要关注自己的教学方法,同时也考虑学习者的推理。他们往往只做评价性评论,而不深入研究具体细节以加强分析。与此相反,在重点注意的层面上,他们更关注学习者数学推理的具体细节,并提出解释性的见解。他们引用具体的事例和互动来支持自己的评价,显示出对课堂动态更细致入微的参与。研究结果还揭示了教师在注意方面的三种不同情况,强调了随着时间推移提高注意技能的复杂性。第一种情况(注意水平从一般到较高)和第二种情况(注意水平从较低到中等)显示出更多的差异,而第三种情况在中等水平上显示出更稳定的模式。这些变化可能是注意技能之间存在双向关系的结果。这也可能源于参与教师的叙述所依据的事件,肯定了注意能力的提高是一个反复的、对情境敏感的过程,受到课堂情境和情境意识的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Variations in prospective teachers’ levels of noticing students’ mathematical thinking based on narrative writing

This study explores variations in prospective teachers’ (PTs’) noticing of students’ mathematical thinking based on narrative writing within the context of a practicum course. The research involved eight PTs, each of whom produced ten weekly narratives throughout the course duration. Most PTs displayed noticing abilities within the average range, with a tendency towards moderate levels, particularly in mixed and focused noticing, as per van Es’s (2011) framework. At the mixed noticing level, PTs predominantly focused on their instructional approaches while also considering learners’ reasoning, albeit with a general perspective. They often made evaluative comments without delving deeply into the specifics that would strengthen their analyses. In contrast, at the focused level of noticing, they dedicated more attention to the specifics of learners’ mathematical reasoning and offered interpretive insights. They cited specific instances and interactions to support their evaluations, demonstrating a more detailed and nuanced engagement with the classroom dynamics. The findings also reveal three distinct profiles of variation in noticing among PTs underscoring the complexity of enhancing noticing skills over time. While profile 1 (average to high levels of noticing) and profile 2 (low to moderate levels of noticing) showed more variation, profile 3 demonstrated a more stable pattern at the moderate levels. These variations might be a result of the bidirectional relationships that exist between the skills of noticing. It could also stem from the events that PTs based their narratives on, affirming that enhancement in noticing is an iterative, context-sensitive process influenced by classroom context and situation awareness.

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来源期刊
Mathematics Education Research Journal
Mathematics Education Research Journal EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
4.80
自引率
11.10%
发文量
30
期刊介绍: The Mathematics Education Research Journal seeks to promote high quality research that is of interest to the international community.   The Mathematics Education Research Journal seeks to present research that promotes new knowledge, ideas, methodologies and epistemologies in the field of mathematics education.    The Mathematics Education Research Journal actively seeks to promote research from the Australasian region either as research conducted in the region; conducted by researchers from the region and/or draws on research from the region.  The Mathematics Education Research Journal accepts papers from authors from all regions internationally but authors must draw on the extensive research that has been produced in the Australasian region.   The Mathematics Education Research Journal normally does not encourage publication of teacher education programs or courses. These are more suited for theother MERGA journal, Mathematics Teacher Education and Development.
期刊最新文献
Teacher–child interactions during shared book reading in the domain of early mathematics Defining and measuring quality in students’ mathematical writing: a systematic literature review Pre-service mathematics teachers’ personal meanings proclaiming about the characteristics of realistic mathematics problems Teachers’ goal communication in Nordic mathematics classrooms Errors and misconceptions of secondary school students in absolute values: a systematic literature review
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