以教學反思探究一位高中資深數學教師教學用數學知識的內涵與適應

卓益安; 金鈐; 邱顯義

doi:10.6384/CIQ.201510_18(4).0002

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P29 - 56

社会科学 > 教育学

DOI： 10.6384/CIQ

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以教学反思探究一位高中资深数学教师教学用数学知识的内涵与适应

A Case Study on Content and Adaptation of Experienced High-School Mathematics Teacher's Mathematical Knowledge for Teaching Through Pedagogical Reflection

卓益安(Yi-An Cho) ；金钤(Chien Chin) ；邱显义(Hsien-Yi Chiu)

课程与教学； 18 卷 4 期 (2015 / 10 / 01) ， P29 - 56

繁体中文 DOI： 10.6384/CIQ.201510_18(4).0002

教学反思；数学教学核心活动；教学用数学知识； pedagogical reflection ； core activities of mathematics teaching ； mathematical knowledge for teaching

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摘要 │ 参考文献 (43) │ 被引用文献 (1) │ 国际计量

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The purpose of this study was to explore, through pedagogical reflection, the content and adaptation of an experienced high-school mathematics teacher's mathematical knowledge for teaching. Firstly, via observation and discussion, the experienced high-school mathematics teacher's ＂core activities＂ of mathematics teaching were identified, and some interview questions were compiled in terms of the mathematical analysis of these core activities. Secondly, the reflections regarding the demonstrations of two teachers were provided. Findings of this study indicated that knowledge of content and students involved the teacher's knowing and understanding of his students' learned mathematical skill, mathematical knowledge and strategies for solving mathematical problems; knowledge of content and teaching involved the teacher's ability of sequencing the teaching topics; knowledge of content and curriculum involved the teacher's familiarity with the concepts that had been and would be taught in the same subject area during the preceding and subsequent years in school; common content knowledge involved the design of mathematical exercises and tasks; specialized content knowledge (SCK) meant that the teacher would be able to choose an appropriate example and representation to explain the mathematical concepts; horizon content knowledge (HCK) implied that the teacher would be able to know the mathematical contents that students needed but were not included in textbooks. Furthermore, the case teacher's SCK was adapted to that of the two teachers. Specifically, some was assimilated to the two teachers' SCK, and some was accommodated to HCK. This kind of pedagogical reflection made the teacher's SCK the basis of the pedagogical action.

参考文献 ( 43 ) 〈TOP〉

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Lexington, MA: D. C. Health
(2008).Handbook of research on teacher education.Washington D.C.:AERA.
Ball, D. L.,Charalambous, C. Y.,Thames, M.,Lewis, J. M.(2009).Teacher knowledge and teaching: Viewing a complex relationship from three perspectives.Proceedings of the 33rd Conference of the International Group for the psychology of Mathematics Education (PME 33), Vol. 1,Greece:
Ball, D. L.,Thames, M. H.,Phelps, G.(2008).Content knowledge for teaching: What makes it special?.Journal of Teacher Education,59(5),389-407.
Berliner, D. C.(1988).The development of expertise in pedagogy.Washington D.C.:AACTE.

被引用文献 ( 1 ) 〈TOP〉

郑章华(Chang-Hua Chen);林佳慧(Chia-Hui Lin);蔡晓枫(Hsiao-Feng Tsai)(2021)。发展以教师对话为取向之数学课堂教学研究分析架构。教育研究与发展期刊。17(3)。1-39。

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