报告人：Gabriel J. Stylianides教授（英国牛津大学）

主持人：李淑惠 博士

报告时间：2021/01/19 周二下午 18：00-19：30

报告地点/形式：线上钉钉平台

报告人简介：

Gabriel Stylianides is Professor of Mathematics Education at the University of Oxford and Fellow of Oxford’s Worcester College. Prior to his current appointment, he held an academic post at the University of Pittsburgh. A Fulbright scholar, he received MSc degrees in mathematics and mathematics education, and then his PhD in mathematics education, at the University of Michigan. At Oxford, he is convening the Subject Pedagogy Research Group and is also the Director of Doctoral Research. He is an international member of the ACME Academic Committee.

His research focuses on issues related to the meaningful engagement of students of all levels of education in fundamental mathematical practices (notably proving and problem solving) that tend to cause serious difficulties to students and are important to learning mathematics with understanding. He published 4 books and over 90 articles in refereed journals or refereed conference proceedings. His research has been conducted with support from the US National Science Foundation, the Education Endowment Fund, the US Department of Education, the Spencer Foundation, and the John Fell Fund. He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the Elementary School Journal, the Journal of Mathematical Behavior, and the International Journal of Educational Research.

报告摘要：

Curricular resources include the different kinds of materials (digital or physical) that teachers use in or for their teaching (textbooks, lesson plans, etc.) and can have a significant influence on students’ opportunities to learn. At the same time, teachers play a crucial role as interpreters and users of curricular resources, and so there is a complex relationship between curricular resources and their classroom use.

Prior research has tended to focus on (developing) approaches for studying either particular curricular resources or their classroom use but not both. These approaches, though useful for the purposes they were developed, are not well positioned to support investigation and understanding of complex issues on the interplay between curricular resources and their classroom use.

In this presentation I will draw on my book “Curricular Resources and Classroom Use” that discusses and exemplifies new research approaches for studying, in connected ways, both curricular resources and their classroom use. I will focus on one approach discussed in the book that offers a practical way to investigate different “families of curricular tasks” (such as reasoning-and-proving tasks) and their use in various classroom settings. I will exemplify and discuss implications of the approach in the area of mathematics, but I will also consider how the approach can apply in other subject areas.

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