Exemplary high school mathematics teachers’ reflections on teaching: A situated cognition perspective on content knowledge
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- 作者：Kathryn Rhoads ; kerhoads@uta.edu" class="auth_mail" title="E-mail the corresponding author ; Keith Weber
- 关键词：Content knowledge for teaching ; Secondary mathematics ; Teacher reflections ; Situated cognition ; Exemplary teachers
- 刊名：International Journal of Educational Research
- 出版年：2016
- 出版时间：2016
- 年：2016
- 卷：78
- 期：Complete
- 页码：1-12
- 全文大小：413 K
文摘
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Teachers were interviewed about their perspectives on mathematical knowledge used in teaching.
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Interview questions about abstract mathematical knowledge yielded limited responses.
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Yet, teachers’ reflections revealed rich ways of knowing and using mathematics.
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A situated cognition perspective was used to identify teachers’ ways of knowing.
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A change in research perspective can reveal affordances in teachers’ content knowledge.