文章基本信息

标题：Professional Development for Mathematics Teachers: Using Task Design and Analysis
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作者：Hea-Jin Lee ; Asli S Ozgun-Koca
期刊名称：Current Issues in Education
电子版ISSN：1099-839X
出版年度：2016
卷号：19
期号：2
语种：English
出版社：Arizona State University
摘要：This study presents a year-long professional development program using a Task Design and Analysis activity for mathematics teachers. The study examines teacher growth, including their knowledge of mathematics, understanding of students’ cognitive activity, and ability to develop high quality tasks. Results include teachers’ initial understanding of the task, teacher’s interpretations and awareness of their student’s strategies used to solve the task, and the pattern of revised tasks. Two main approaches used by inservice teachers were symbolic manipulation and the guess and check method. Approximately one-quarter of the teachers reported mathematical language as the weakest area, and mathematical accuracy seem to have the least issue with teachers. All teachers valued students employing basic steps of a problem solving process-understanding the problem, working on the solution by using heuristics, and looking back. Tasks revised by teachers were categorized in four areas, contextual changes, conceptual changes, procedural changes, and format.
其他摘要：This study presents a year-long professional development program using a Task Design and Analysis activity for mathematics teachers. The study examines teacher growth, including their knowledge of mathematics, understanding of students’ cognitive activity, and ability to develop high quality tasks. Results include teachers’ initial understanding of the task, teacher’s interpretations and awareness of their student’s strategies used to solve the task, and the pattern of revised tasks. Two main approaches used by inservice teachers were symbolic manipulation and the guess and check method. Approximately one-quarter of the teachers reported mathematical language as the weakest area, and mathematical accuracy seem to have the least issue with teachers. All teachers valued students employing basic steps of a problem solving process-understanding the problem, working on the solution by using heuristics, and looking back. Tasks revised by teachers were categorized in four areas, contextual changes, conceptual changes, procedural changes, and format.
关键词：Mathematics Education;Teacher Education