活動(dòng)日期：2018-11-05

活動(dòng)時(shí)間：9:00-10:30

報(bào)告人：Ron Tzur 教授

主持人：黃秦安 教授

地 點(diǎn)：長(zhǎng)安校區(qū) 文淵樓一段1220

主辦單位：數(shù)學(xué)與信息科學(xué)學(xué)院

講座內(nèi)容簡(jiǎn)介：

Dr. Tzur will introduce a framework for articulating perspectives (rationale) that seem to underlie mathematics teachers’ practices. Initially, three perspectives were distinguished through studying teachers in the US: a Traditional Perspective (TP), a Perception-Based Perspective (PBP), and a constructivist-informed, Conception-Based Perspective (CBP;). A fourth perspective, termed Progressive Incorporation Perspective (PIP), was then articulated via studying mathematics teachers in China and placed developmentally between PBP and CBP. Dr. Tzur will use examples from teachers’ work (lesson plans, classroom observations, teacher interviews) to explain the meaning and attributes of each perspective, and how they are organized in terms of teachers’ development (from TP, through PBP and PIP, to CBP). A particular attention will be paid to explaining the nature of desired teacher change from PBP or PIP (typical of Chinese teaching) to a CBP, which is advocated and used by constructivist researcher-teachers (and underlies student-adaptive mathematics pedagogy).

講座人簡(jiǎn)介：

Ron Tzur 博士，美國(guó)科羅拉多大學(xué)丹佛分校教授，博士生導(dǎo)師。研究興趣廣泛，包括數(shù)學(xué)教育、兒童數(shù)學(xué)學(xué)習(xí)心理、教師教育和特殊教育等領(lǐng)域。研究成果卓著，在《Journal of Mathematical Behavior》、《Learning Disability Quarterly》、《Mathematical Thinking and Learning》、《Journal of Educational Research》、《Teaching Children Mathematics》、《Constructivist Foundations》、《Educational Studies in Mathematics》、《Educational Studies in Mathematics》、《 Journal for Research in Mathematics Education》、《 Journal of Mathematics Teacher Education》等數(shù)學(xué)教育期刊上發(fā)表論文40余篇，美國(guó)國(guó)家科學(xué)基金評(píng)審專(zhuān)家，《Educational Studies in Mathematics》編委，多次擔(dān)任國(guó)際數(shù)學(xué)教育心理學(xué)大會(huì)（PME）的秘書(shū)與組織者。