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Erschienen in:
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2022 | OriginalPaper | Buchkapitel

4. The Case of Doris

verfasst von : Xiaoli Lu

Erschienen in: Novice Mathematics Teachers’ Professional Learning

Verlag: Springer Fachmedien Wiesbaden

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Abstract

This chapter presents the case of Doris (pseudonym), who worked in a upper secondary school in District I, Shanghai. She had trained as a mathematics teacher in a four-year bachelor’s programme, a one-year practicum and a three-year master’s programme prior to beginning work in the school. During the two-year’s professional learning process, she focused on learning to teach school mathematics in ways that were consistent with the collective ideas of other teachers in the same environment while making efforts to promote students’ interest and mathematical thinking by integrating mathematical history into her teaching.

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Vorheriges Kapitel Research Methodology and Study Design
Nächstes Kapitel The Case of Jerry
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Fußnoten
1
The practicum usually lasts several days during the third year of study and allows student teachers to visit schools for the purpose of observing schoolteachers’ classroom practices and asking questions or discussing teaching with the teachers. The internship lasts a semester for Year 4 student teachers, who observe schoolteachers’ classroom teaching and deliver several lessons to students under the teachers’ instructions.
 
2
The program represents a response to calls for the construction of a new socialist countryside to promote the development of education in the central and western regions. The selected participants are outstanding normal university students who have a higher political consciousness and are likely to be admitted to master’s programmes.
 
3
‘Capacity’ refers to the term ‘课堂容量’ in Chinese, which indicates how many topics (or how much knowledge) should be taught in a single lesson.
 
4
The special classes were established in accordance with a specific curriculum developed by School A to promote students’ special literacy, such as foreign language, arts, science and mathematics.
 
5
All LPG members shared the same office, and so they could have discussions at any time.
 
6
同课异构, which means that teachers teach the same contents in a lesson but use different designs.
 
7
It means that students could consistently perform above the average level in the examinations among their schoolmates.
 
8
Normative teaching behaviours denote a set of rules that teachers should follow in classroom teaching, such as speaking standard Mandarin, speaking and writing in a structured way, and so on.
 
9
A structured blackboard demonstration represents one of the rules in ‘normative teaching behaviours’. It is considered one of the most important basic skills of teaching practice in China, along with the main content taught in that lesson and structure of the teaching process. As Doris explained, the structured demonstration reflected the coherent mathematical procedure she had conveyed to her students.
 
10
This task was undertaken by all Grade 10 and 11 students to involve them in the management of school discipline. With the class as the unit, the students supervise and assess other classes’ discipline for one week, in turns.
 
11
Zu Geng is a famous ancient Chinese mathematician. Zu Geng’s principle is similar to Cavalieri’s principle.
 
Metadaten
Titel
The Case of Doris
verfasst von
Xiaoli Lu
Copyright-Jahr
2022
Buch
Novice Mathematics Teachers’ Professional Learning

Print ISBN: 978-3-658-37235-4

Electronic ISBN: 978-3-658-37236-1

Copyright-Jahr: 2022

DOI
https://doi.org/10.1007/978-3-658-37236-1_4