{"title":"数学教育研究中的教学、教师和教学资源","authors":"Jana Višňovská, J. Cortina","doi":"10.1080/1359866X.2022.2045567","DOIUrl":null,"url":null,"abstract":"ABSTRACT We address two of the challenges that were recently raised in APJTE editorial. The editorial aimed to encourage the APJTE research community, and the field of teacher education broadly, to engage in research, in which a complex view of teaching is assumed, explored, and proactively supported. We offer a perspective on the standing of two of the outlined challenges in mathematics education research and notes on what pursuing these challenges may entail. Specifically, we comment on the challenges of (1) reclaiming a practically meaningful, intellectually rigorous and politically astute conception of teaching, and (2) dealing well with and rigorously theorising the complexity of education, teaching, and teacher education. We start with a brief (and necessarily reductive) account of the history of mathematics education research domain and highlight how the conceptions of teachers and teaching were shaped through the research endeavours. We bring to the fore the implications that the dominant research approaches had for resources for teaching school mathematics. In this context, we turn to design research methodology in mathematics education and illustrate how the methodology, when coupled with the orientation of designing for teachers, can assist in the researchers’ pursuits of the outlined challenges.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teaching, teachers, and teaching resources in mathematics education research\",\"authors\":\"Jana Višňovská, J. Cortina\",\"doi\":\"10.1080/1359866X.2022.2045567\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT We address two of the challenges that were recently raised in APJTE editorial. The editorial aimed to encourage the APJTE research community, and the field of teacher education broadly, to engage in research, in which a complex view of teaching is assumed, explored, and proactively supported. We offer a perspective on the standing of two of the outlined challenges in mathematics education research and notes on what pursuing these challenges may entail. Specifically, we comment on the challenges of (1) reclaiming a practically meaningful, intellectually rigorous and politically astute conception of teaching, and (2) dealing well with and rigorously theorising the complexity of education, teaching, and teacher education. We start with a brief (and necessarily reductive) account of the history of mathematics education research domain and highlight how the conceptions of teachers and teaching were shaped through the research endeavours. We bring to the fore the implications that the dominant research approaches had for resources for teaching school mathematics. In this context, we turn to design research methodology in mathematics education and illustrate how the methodology, when coupled with the orientation of designing for teachers, can assist in the researchers’ pursuits of the outlined challenges.\",\"PeriodicalId\":47276,\"journal\":{\"name\":\"Asia-Pacific Journal of Teacher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2022-03-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Asia-Pacific Journal of Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/1359866X.2022.2045567\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asia-Pacific Journal of Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/1359866X.2022.2045567","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Teaching, teachers, and teaching resources in mathematics education research
ABSTRACT We address two of the challenges that were recently raised in APJTE editorial. The editorial aimed to encourage the APJTE research community, and the field of teacher education broadly, to engage in research, in which a complex view of teaching is assumed, explored, and proactively supported. We offer a perspective on the standing of two of the outlined challenges in mathematics education research and notes on what pursuing these challenges may entail. Specifically, we comment on the challenges of (1) reclaiming a practically meaningful, intellectually rigorous and politically astute conception of teaching, and (2) dealing well with and rigorously theorising the complexity of education, teaching, and teacher education. We start with a brief (and necessarily reductive) account of the history of mathematics education research domain and highlight how the conceptions of teachers and teaching were shaped through the research endeavours. We bring to the fore the implications that the dominant research approaches had for resources for teaching school mathematics. In this context, we turn to design research methodology in mathematics education and illustrate how the methodology, when coupled with the orientation of designing for teachers, can assist in the researchers’ pursuits of the outlined challenges.
期刊介绍:
This journal promotes rigorous research that makes a significant contribution to advancing knowledge in teacher education across early childhood, primary, secondary, vocational education and training, and higher education. The journal editors invite for peer review theoretically informed papers - including, but not limited to, empirically grounded research - which focus on significant issues relevant to an international audience in regards to: Teacher education (including initial teacher education and ongoing professional education) of teachers internationally; The cultural, economic, political, social and/or technological dimensions and contexts of teacher education; Change, stability, reform and resistance in (and relating to) teacher education; Improving the quality and impact of research in teacher education.