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).
Ron Tzur 博士，美国科罗拉多大学丹佛分校教授，博士生导师。研究兴趣广泛，包括数学教育、儿童数学学习心理、教师教育和特殊教育等领域。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》等数学教育期刊上发表论文40余篇，美国国家科学基金评审专家，《Educational Studies in Mathematics》编委，多次担任国际数学教育心理学大会（PME）的秘书与组织者。