On the instructional triangle and sources of justification for actions in mathematics teaching
Tóm tắt
Từ khóa
Tài liệu tham khảo
Ball, D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal, 93(4), 373–397.
Brousseau, G. (1997). Theory of didactical situations in mathematics: Didactique des mathématiques 1970–1990 (N. Balacheff, M. Cooper, R. Sutherland, & V. Warfield, Eds. and Trans.). Dordrecht: Kluwer.
Buchmann, M. (1987). Role over person: Morality and authenticity in teaching. Teachers’ College Record, 87(4), 529–543.
Chazan, D., & Herbst, P. (2012). Animations of classroom interaction: Expanding the boundaries of video records of practice. Teachers’ College Record, 114(3). http://www.tcrecord.org.proxy.lib.umich.edu/library . Accessed 8 June 2012.
Chazan, D., & Sandow, D. (2011). “Why did you do that?” Reasoning in algebra classrooms. The Mathematics Teacher, 104(6), 460–464.
Chazan, D., & Yerushalmy, M. (2003). On appreciating the cognitive complexity of school algebra: Research on algebra learning and directions of curricular change. In J. Kilpatrick, D. Schifter, & G. Martin (Eds.), A research companion to the principles and standards for school mathematics. Reston: NCTM.
Chazan, D., Yerushalmy, M., & Leikin, R. (2008). An analytic conception of equation and teachers’ views of school algebra. Journal of Mathematical Behavior, 27(2), 87–100.
Chevallard, Y. (1991). La transposition didactique: Du savoir savant au savoir enseignée. Grenoble: La Pensée Sauvage.
Cohen, D., Raudenbush, S., & Ball, D. (2003). Resources, instruction, and research. Educational Evaluation and Policy Analysis, 25(2), 119–142.
Doyle, W. (1988). Work in mathematics classes: The context of students’ thinking during instruction. Educational Psychologist, 23(2), 167–180.
Garfinkel, H., & Sacks, H. (1970). On Formal Structures of Practical Action. In J. McKinney & E. Tiryakian (Eds.), Theoretical Sociology (pp. 337–366). New York: Appleton-Century-Crofts.
Goffman, E. (1997). The neglected situation. In C. Lemert & A. Branaman (Eds.), The Goffman reader (pp. 229–233). Oxford: Blackwell (Original work published 1964).
Hawkins, D. (2002). I, thou, and it. In D. Hawkins (Ed.), The informed vision: Essays on learning and human nature (pp. 52–64). New York: Agathon (Original work published in 1967).
Henderson, K. (1963). Research on teaching secondary school mathematics. In N. L. Gage (Ed.), Handbook of research on teaching. Chicago: Rand McNally.
Herbst, P. (2003). Using novel tasks to teach mathematics: Three tensions affecting the work of the teacher. American Educational Research Journal, 40, 197–238.
Herbst, P. (2006). Teaching geometry with problems: Negotiating instructional situations and mathematical tasks. Journal for Research in Mathematics Education, 37, 313–347.
Herbst, P., & Chazan, D. (2003). Exploring the practical rationality of mathematics teaching through conversations about videotaped episodes: The case of engaging students in proving. For the Learning of Mathematics, 23(1), 2–14.
Herbst, P., & Chazan, D. (2011). Research on practical rationality: Studying the justification of actions in mathematics teaching. The Mathematics Enthusiast, 8(3), 405–462.
Herbst, P., & Miyakawa, T. (2008). When, how, and why prove theorems: A methodology to study the perspective of geometry teachers. ZDM—The International Journal on Mathematics Education, 40(3), 469–486.
Herbst, P., Nachlieli, T., & Chazan, D. (2011). Studying the practical rationality of mathematics teaching: What goes into “installing” a theorem in geometry? Cognition and Instruction, 29(2), 1–38.
Lampert, M. (1985). How do teachers manage to teach? Perspectives on problems in practice. Harvard Educational Review, 55(2), 178–194.
Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven: Yale University Press.
Leikin, R. (2010). Learning through teaching through the lens of multiple solution tasks. In R. Leikin & R. Zazkis (Eds.), Learning through teaching mathematics (pp. 69–85). New York: Springer.
Lemke, J. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7(4), 273–290.
Marcus, R., & Chazan, D. (2010). What experienced teachers have learned from helping students think about solving equations in the one-variable-first algebra curriculum. In R. Leikin & R. Zazkis (Eds.), Learning through teaching mathematics (pp. 169–187). Berlin: Springer.
Margolinas, C. (1995). La structuration du milieu et ses apports dans l’analyse a posteriori des situations. In C. Margolinas (Ed.), Les débats de didactique des mathématiques. Grenoble: La Pensée Sauvage.
Popkewitz, T. (2004). The Alchemy of the mathematics curriculum: Inscriptions and the fabrication of the child. American Educational Research Journal, 41(1), 3–34.
Schoenfeld, A. H. (2010). How we think: A theory of goal-oriented decision making and its educational applications. New York: Routledge.
Simon, M., & Tzur, R. (1999). Explicating the teacher’s perspective from the researchers’ perspectives: Generating accounts of mathematics teachers’ practice. Journal for Research in Mathematics Education, 30(3), 252–264.
Skott, J. (2009). Contextualising the notion of ‘belief enactment’. Journal of Mathematics Teacher Education, 12, 27–46.
Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: Free Press.