Developing (Pedagogical) content knowledge of constant rate of change: The case of Samantha

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
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引用次数: 0

Abstract

We present the results of a teaching experiment designed to foster a pre-service secondary teacher’s construction of a quantitative scheme for constant rate of change. Although the research participant developed a productive conception of constant rate of change as an interiorized ratio, images of chunky continuous covariation constrained her ability to reason efficiently across a variety of applied contexts. The participant constructed a scheme for constant rate of change at the reflected level of thought, which enabled her to become cognizant of its essential aspects and to appreciate its general applicability. Our results suggest that engaging in reflected abstraction is critical for supporting pre-service teachers’ construction of coherent and refined mathematical schemes.

发展有关恒定变化率的(教学)内容知识:萨曼莎的案例
我们介绍了一项教学实验的结果,该实验旨在促进一名职前中学教师构建恒定变化率的定量方案。尽管该研究参与者将恒定变化率发展成了一种内化比率的富有成效的概念,但大块连续协变的图像限制了她在各种应用情境中进行有效推理的能力。该学员在反思的层面上构建了恒定变化率的方案,这使她能够认识到其基本方面,并理解其普遍适用性。我们的研究结果表明,进行反思抽象对于支持职前教师构建连贯、精炼的数学方案至关重要。
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来源期刊
Journal of Mathematical Behavior
Journal of Mathematical Behavior EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
17.60%
发文量
69
期刊介绍: The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.
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