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Investigating questioning and interactions in the elementary mathematics classroom.

机译:在小学数学课堂中调查提问和互动。

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摘要

This is a case study of two elementary teachers' development and change over time with respect to fostering a math-talk classroom. One teacher was beginning the process of National Board Certification and the other teacher became certified two years prior. A critical component of the certification process is reflection on one's teaching practice. As National Board candidates reflect on their practice, they study closely the type of interactions in their classrooms along with research-based teaching practices such as questioning. The key areas of this study were teacher moves, specifically the types of questions and interactions which encourage students to develop a deeper understanding of mathematical concepts.;The significance of this study was to show that when teachers are actively involved in examining and reflecting on their teaching practice, the quality of questioning and teacher moves and the type of interactions in the classroom change. These changes ultimately impact student learning. The qualitative data were collected through teacher interviews, teacher reflective journals, audiotapes and observations of classroom lessons, and teacher and anonymous student questionnaires The audiotapes were transcribed and coded. The teacher interview questions and prompts for reflective journaling were based upon the classroom observations.;The study revealed teacher moves, in particular question types that resulted in greater student-to-student interaction and meaningful mathematical conversation. These findings serve as a baseline to consider what might be possible triggers for teacher change.
机译:这是关于两个小学教师在建立数学对话课堂方面的发展和变化的案例研究。一位老师正在开始国家局认证的过程,另一位老师两年前获得了认证。认证过程的一个关键组成部分是反思一个人的教学实践。当国家局候选人对自己的做法进行反思时,他们会密切研究教室中互动的类型以及基于研究的教学方法,例如提问。这项研究的关键领域是教师的举动,特别是鼓励学生对数学概念加深理解的问题和互动的类型。此项研究的意义在于表明,当教师积极参与检查和反思自己的数学观点时教学实践,提问和教师举动的质量以及课堂互动类型的变化。这些变化最终会影响学生的学习。通过教师访谈,教师反思性日记,录音带和课堂教学观察以及教师和匿名学生问卷调查收集定性数据。录音带被转录和编码。教师访谈的问题和反思性日记的提示是基于教室的观察结果。该研究揭示了教师的举动,特别是问题类型,这种行为导致了学生与学生之间更好的互动和有意义的数学对话。这些发现是考虑教师更换可能的触发因素的基准。

著录项

  • 作者

    Knuck, Mary Alice.;

  • 作者单位

    Arizona State University.;

  • 授予单位 Arizona State University.;
  • 学科 Education Mathematics.;Education Elementary.;Education Teacher Training.;Education Pedagogy.
  • 学位 Ed.D.
  • 年度 2010
  • 页码 180 p.
  • 总页数 180
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:37:30

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