Coordinating Mathematical and Pedagogical Perspectives in Practice-Based andDiscipline-Grounded Approaches to Studying Mathematical Knowledge forTeaching (K-8).

[摘要] This dissertation investigates the design of research for studies of classroom practice that aim to identify the mathematics that teachers need to know — knowledge key to the improvement of teaching and learning.It develops the idea of using the discipline of mathematics to analyze practice and examines what is required to make that analysis productive for investigating the mathematical entailments of teaching.It argues that structured approaches to coordinating mathematical and pedagogical perspectives are key to such designs. Ball and Bass (2003b) have developed a practice-based and discipline-grounded approach that examines the work of teaching and its mathematical demands, yet issues of method and design have remained underspecified (Ball, 1999).Addressing this gap, this dissertation analyzes documents from their project (on which the author worked) — not with the goal of making claims about these scholars’ work, but with the goal of specifying better the design of such research.To this end, data from 1500 project documents were analyzed (e.g., draft proposals, annotated transcripts, internal memos, meeting notes, and presentations). Sampling was based on analytical (rather than chronological) distinctions, with additional documents incorporated to elaborate, revise, and sharpen assumptions and claims.Analysis worked both ;;top-down” with a set of structural hypotheses and ;;bottom-up” by coding the content of comments.This dissertation extracts three alternative designs from this program of work and specifies three key components of such designs, including: (i) a mathematical analysis of practice; (ii) a pedagogical analysis of practice; and (iii) ways of coordinating these two analyses and the distinct perspectives on which they are based.This third component is particularly important because the two perspectives, while not necessarily at odds, often seem unable to ;;talk” to one another and remain unconnected.This study clarifies how these two perspectives can be conceived so as to produce plausible and useful analyses of practice and explains how an understanding of the coordination of the two perspectives is central to conceptions of the perspectives themselves, to integration of the distinct analyses they produce, and to the conception of mathematical knowledge for teaching itself.

[发布机构] University of Michigan

[效力级别] Teacher Content Knowledge

[关键词] Teacher Knowledge;Teacher Content Knowledge;Research Design;Pedagogical Content Knowledge;Mathematical Knowledge for Teaching;Work of Teaching;Education;Social Sciences;Education