Teachers' personal agency: Making sense of slope through additive structures

被引：0

作者：

Walter J.G. ^{[1
]}

Gerson H. ^{[1
]}

机构：

[1] Brigham Young University, TMCB 260, Provo

来源：

Educational Studies in Mathematics | 2007年 / 65卷 / 2期

关键词：

Agency; Choice; Collaborative learning; Elementary school teachers; Grounded theory; Performance; Professional development; Rate of change; Representation; Rise-over-run; Slope;

D O I：

10.1007/s10649-006-9048-y

中图分类号：

学科分类号：

摘要：

In the context of a three-year professional development program in mathematics, practicing elementary teachers persistently engaged in collaborative inquiry and reflection to build connected meanings for slope. One teacher invented a compelling representation for slope as a process of repeated addition, using Cuisenaire rods, based on teachers' shared experiences developing recursively defined linear equations. The presence of and tension between different representations of slope, brought forth by the teachers, catalyzed productive cycles of choice and inquiry for the entire class. Personal agency, purposeful choice, and performance provide a valuable lens for fine-grained analysis of mathematical learning. © Springer Science+Business Media, Inc. 2007.

引用

页码：203 / 233

页数：30

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