An elementary mathematics teacher learning to teach using problem posing: A case of the distributive property of multiplication over addition

被引：23

作者：

Chen, Ting ^{[1
]}

Cai, Jinfa ^{[2
]}

机构：

[1] Southwest Univ, Chongqing, Peoples R China

[2] Univ Delaware, 437 Ewing Hall, Newark, DE 19716 USA

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2020年 / 102卷

关键词：

Distributive property of multiplication over addition; Mathematics teacher; Problem posing; Teacher learning; KNOWLEDGE; CHINESE;

D O I：

10.1016/j.ijer.2019.03.004

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this study, we analyzed how an experienced mathematics teacher learned to teach the distributive property of multiplication over addition using problem posing. The teacher taught two lessons on this topic, one with the use of problem posing and the other without. First, we analyze the differences between the two lessons, followed by a discussion of the advantages of teaching using problem posing. Second, we document and analyze the challenges encountered by the teacher in the process of designing and teaching the lesson using problem posing and the tactics she used to overcome those challenges. This study also demonstrates the importance of context-based teacher-researcher partnerships for teachers' learning.

引用

页数：11