主讲人：Prof. Daniel Chazan
主持人：教师教育学院徐斌艳 教授
时 间：2017年9月18日 14：00
地 点：华东师范大学中北校区文科大楼104室
摘 要：
I will suggest that currently much researchon mathematics teaching focuses its explanations on characteristics of teachersrather than on teaching as institutional activity. Such a conceptualizationplaces the teacher as an individual decision maker and problem solver at thecenter of its theorizing and treats societal and institutional contexts asbackground information that is relegated to the margins. Societal and institutional contexts thenoften are conceptualized as external pressures and constraints that keepmathematics teachers from carrying out instruction of kind that research onstudent learning suggests will be productive. This talk will illustrate what itmeans to consider mathematics education as a societal project by reviewingcurrent trends in policies in the United States related to mathematicseducation and identifying four classes of stakeholders engaged in debatingthese policies. I will touch on implications that such a perspective has onwhat mathematics educators and centers for mathematics education research mightdo.
Sharing work I have done with twocolleagues (Lawrence Clark, University of Maryland; Patricio Herbst, Universityof Michigan) and published in the American Education Research Association’smost recent Handbook of Research on Teaching, I will then illustrate twospecific implications for research on mathematics teaching: the importance ofconceptualizing teachers’ knowledge of students’ mathematical identity and thebenefits of conceptualizing obligations incumbent on those people who take onthe position of teacher in institutionalized schooling.
主办单位：华东师范大学教师教育学院
