2017年11月20日 |  English version
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Introducing the Knowledge Quartet

 报告题目:Introducing the Knowledge Quartet

报告人:Prof. Tim Rowland, University of Cambridge

报告时间:2017年8月25日(周五)9:00

报告地点:随园小区逸夫楼二楼小会议室

邀请人:宁连华教授

Abstract:A programme of research at the University of Cambridge from 2002 to the present has investigated the mathematics content knowledge of teachers, and the ways that this knowledge ‘plays out’, both in teachers’ planning and in their teaching in the classroom. The result was a theoretical framework for  analysing, discussing and developing mathematics teaching. In 2003 we named this framework the Knowledge Quartet, or just 'the KQ'. Since then, there has been a continuous process of refinement of the conceptualisation of the KQ, and enhancement of the constituent codes, both in response to additional classroom data and in the process of application. This has included extending the framework into secondary grades as well as internationally. In this talk I shall describe how the KQ emerged from observations of mathematics teaching, and how in the following decade the scope of the KQ has been extended from its origins in English elementary classrooms.

个人简介:Professor Tim Rowland, PhD, has a wide range of interests in mathematics education, contributing regularly to books, professional and academic journals in the field. From 2007 to 2014 he was Editor of the Routledge journal Research in Mathematics Education, and since 2006 has been a member of the Editorial Board of the Journal of Mathematics Teacher Education. He has published over 130 articles and 5 books. Tim's collaborative research in the last 20 years has focused on the ways that teachers' mathematics-related knowledge is made evident in their classroom performance. The best-known outcome from this research is the ‘Knowledge Quartet’ - a theoretical framework for the analysis of mathematics teaching. He retains an active interest in doing and teaching mathematics, especially in the field of Number Theory.

After teaching mathematics in two schools, most of his professional life has been spent at the University of Cambridge, UK. In August 2012 Tim was also appointed Professor in Mathematics Education at the Norwegian University of Science and Technology (NTNU), in Trondheim, Norway, and Honorary Professor of Mathematics Education at the University of East Anglia, Norwich, UK. He has held Visiting Professor positions in several countries, and was Vice President of the International Group for the Psychology of Mathematics Education (PME) until 2013.

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