LEOHCF最大公因数-数学教师知识库.PPTVIP

* * In the work of Marton et al (2004), the authors give many examples of describing the dimensions of variation in lessons for different subjects. In my analysis of the lesson, I found and described three types of variation. They are:… * * Here are some analysis of the classroom discourse. After writing the name of the topic “Factorization of Polynomials” on the board, the teacher asked a very open question. “What does it remind you of?” The question invited the students to associate the name to whatever they had learned in the past. Patrick gave a suggestion. The teacher invited him to elaborate. Then, the teacher invited more alternative answers by probing and invitation. Mark gave an answer which was obviously closer to what the teacher needed for the next part of his lesson. Following Mark’s answer, the teacher gave the first example. * The teacher wrote “….” on the board. This is in fact a multiplication reading from left to right. This was where the teacher started … and he introduced factorization as the reverse of multiplication or expansion by two contrast, arrows and direction of reading. Note the direction of reading also represents the way they should wrote the algebraic work. We can see this more clearly in the next slide. * The next part of the lessons were going through a sequence of seven examples. We see special variations were built in the design of the questions. The contrasts allow the different kinds of common factors, the negative sign and the complexity of the algebraic term to come into focus at different stages. * Following two easy questions one and two, questions created an opportunity for the students to take into different aspects of factorization into account. There were three answers. They were all equal but they could be all answers!! So the teacher let them discuss. * The discussion was so brief that the teacher obviously did not expect more form the students. A student bravely suggested “it seems to be” which could hardly coun