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School mathematics curriculum materials for teachers’ learning: future elementary teachers’ interactions with curriculum materials in a mathematics course in the United States

机译:用于教师学习的学校数学课程资料:未来的小学教师与美国数学课程中课程资料的互动

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摘要

This report describes ways that five preservice teachers in the United States viewed and interacted with the rhetorical components (Valverde et al. in According to the book: using TIMSS to investigate the translation of policy into practice through the world of textbooks, Kluwer, 2002) of the innovative school mathematics curriculum materials used in a mathematics course for future elementary teachers. The preservice teachers’ comments reflected general agreement that the innovative curriculum materials contained fewer narrative elements and worked examples, as well as more (and different) exercises and question sets and activity elements, than the mathematics textbooks to which the teachers were accustomed. However, variation emerged when considering the ways in which the teachers interacted with the materials for their learning of mathematics. Whereas some teachers accepted and even embraced changes to the teaching–learning process that accompanied use of the curriculum materials, other teachers experienced discomfort and frustration at times. Nonetheless, each teacher considered that use of the curriculum materials improved her mathematical understandings in significant ways. Implications of these results for mathematics teacher education are discussed.
机译:本报告描述了美国五名职前教师如何看待修辞成分并与之互动(Valverde等人,根据《这本书:利用TIMSS通过教材世界研究政策转化为实践》,Kluwer,2002年)。用于未来基础教师的数学课程中创新的学校数学课程材料。职前教师的评论反映出普遍的共识,即与教师习惯的数学教科书相比,创新的课程材料所包含的叙事元素和实例更少,以及更多(和不同的)练习,问题集和活动元素。但是,在考虑教师与数学学习材料互动的方式时,会出现变化。尽管有些老师接受甚至接受了伴随使用课程资料而对教学过程进行的更改,但其他老师有时会感到不适和沮丧。但是,每位老师都认为使用课程材料可以极大地提高她的数学理解能力。讨论了这些结果对数学教师教育的意义。

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