做、教、学、思——如何成为一名变革型教师

B. P. Pant
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引用次数: 17

摘要

直到今天,我解决了许多数学问题——课堂内无数的学术问题,课堂外的一些实用问题。在我的教学生涯之初,我花了大量的时间说服我的学生,数学教学是一个算法解决问题的常规数学项目,以得到正确的答案。后来,我慢慢地从做数学转向教数学,发现了很多技巧、技巧和技巧。为了让学生在笔试中取得更好的成绩,我花了十多年的时间,用更好的技巧训练自己,成为一名更好的数学老师。后来,我成为一名数学学习者,并寻找我所采用的教授数学概念、关系和逻辑的方法的意义。我现在正处于寻找更好的替代方案的十字路口,以帮助学生以有意义的方式学习数学。我经常问自己为什么要教数学。一个好的数学老师意味着什么?我们的行为在很大程度上是由我们的信念所引导的。对被广泛接受的假设提出质疑,审视积极转变的根深蒂固的信念,并强调我职业生涯的顿悟,这些对于成为一名变革型教师是非常重要的。在本文中,我描述了我作为一名学生和一名数学老师的故事,以解释我向成为一名变革教师的转变。通过我的真实性叙述,我邀请读者检查他们对数学教学的信念和实践,并在意识到其局限性和背景的情况下设想更好的替代方案。
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Doing, Teaching, Learning and Thinking About Mathematics – On Becoming a Transformative Teacher
I solved many mathematical problems till today - countless academic problems inside the classroom, and a few pragmatic problems outside. At the beginning of my teaching career, I spent significant time convincing my students that mathematics teaching is an algorithmic problem solving of routine mathematical items to get the correct answers. Afterwards, I slowly took a shift from doing mathematics to teaching mathematics, identifying lots of tricks, tips and techniques. I spent more than a decade to train myself with better techniques to become a better mathematics teacher seeking better achievements of students in written tests. Later on, I engaged myself as a math learner and sought the significance of the methods I employed to teach the mathematical concepts, relation, and logics. I am now at the crossroads of searching better alternatives that help students learn mathematics in a meaningful way. I frequently ask myself why I am teaching mathematics. What does a good mathematics teacher mean? What we do is largely guided by what we believe. Questioning on the widely accepted assumptions, examining the deep-rooted beliefs for the positive shift, and highlighting the epiphanies of my professional life could be very essential on becoming a transformative teacher. In this paper, I portray my narratives as a student and as a mathematics teacher to explain my shift towards becoming a transformative teacher. Through my verisimilitude narratives, I invite readers to examine their beliefs and practices on teaching mathematics, and envisage for better alternatives being aware of their limitations and contexts.
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发文量
16
审稿时长
26 weeks
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