学生的操作化访问:理解任务、语境和语言的意义

数学教学通讯 Pub Date : 2020-12-23 DOI:10.51272/PMENA.42.2020-357

Amanda T. Sugimoto, Eva Thanheiser, K. Melhuish, M. A. Sorto, Autumn Pham

{"title":"学生的操作化访问:理解任务、语境和语言的意义","authors":"Amanda T. Sugimoto, Eva Thanheiser, K. Melhuish, M. A. Sorto, Autumn Pham","doi":"10.51272/PMENA.42.2020-357","DOIUrl":null,"url":null,"abstract":"Untangling the relationships between teaching, learning, and content is complex. This study focuses on one aspect of these relationships, i.e., the at times challenging role that language can play in mathematical tasks, discussions, and student access. The authors analyze two video banks to identify and operationalize combinations of teacher and student actions that support student access to mathematical tasks and language.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Operationalizing access for students: making meaning of tasks, contexts and language\",\"authors\":\"Amanda T. Sugimoto, Eva Thanheiser, K. Melhuish, M. A. Sorto, Autumn Pham\",\"doi\":\"10.51272/PMENA.42.2020-357\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Untangling the relationships between teaching, learning, and content is complex. This study focuses on one aspect of these relationships, i.e., the at times challenging role that language can play in mathematical tasks, discussions, and student access. The authors analyze two video banks to identify and operationalize combinations of teacher and student actions that support student access to mathematical tasks and language.\",\"PeriodicalId\":68089,\"journal\":{\"name\":\"数学教学通讯\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-12-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"数学教学通讯\",\"FirstCategoryId\":\"1089\",\"ListUrlMain\":\"https://doi.org/10.51272/PMENA.42.2020-357\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"数学教学通讯","FirstCategoryId":"1089","ListUrlMain":"https://doi.org/10.51272/PMENA.42.2020-357","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 0

摘要

理清教、学和内容之间的关系是很复杂的。本研究关注这些关系的一个方面，即语言在数学任务、讨论和学生访问中有时扮演的具有挑战性的角色。作者分析了两个视频库，以识别和操作教师和学生的行动，支持学生访问数学任务和语言的组合。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

Operationalizing access for students: making meaning of tasks, contexts and language

Untangling the relationships between teaching, learning, and content is complex. This study focuses on one aspect of these relationships, i.e., the at times challenging role that language can play in mathematical tasks, discussions, and student access. The authors analyze two video banks to identify and operationalize combinations of teacher and student actions that support student access to mathematical tasks and language.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

数学教学通讯

自引率

0.00%

发文量

22282