期刊
TEACHING AND TEACHER EDUCATION
卷 71, 期 -, 页码 341-354出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2018.02.003
关键词
Mathematics teachers; Noticing; Prior knowledge; Professional development; Teacher learning; Videotape recording
资金
- National Science Foundation [DRL-1253081]
The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge. Most discussions pertained to student conceptions (78%), followed by pedagogy (19%). Discussion of students' prior knowledge surfaced only when talking about student conceptions or pedagogy. There was statistically significant evidence that teacher-initiated discussions of students' prior knowledge were more substantial than facilitator-initiated discussions. The findings suggest that the professional development model and the facilitators' moves promoted and sustained teacher noticing of student thinking throughout the intervention. (C) 2018 Elsevier Ltd. All rights reserved.
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