Critical Co-Investigators of Math Trails: Reflections from a Student and Teacher

IF 0.3 Q3 HISTORY & PHILOSOPHY OF SCIENCE
Benjamin Dickman, Julia Feinberg
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引用次数: 0

Abstract

In this article, a K-12 mathematics educator and a recent (2020) high school graduate discuss curricular work related to math trails, which are based around the idea of mathematizing potential discoveries along a physical walk. The intersection of math trails with the realities of schooling amid the COVID pandemic is described, along with ways in which math trail learning has ramified beyond classroom walls. This collaboration serves not only to draw attention to the under-researched topic of math trails, but also to exhibit how students and teachers can, in the language of Freire, work together as critical co-investigators.
数学轨迹的批判性共同研究者:来自学生和老师的反思
在这篇文章中,一位K-12数学教育家和一位最近(2020)毕业的高中生讨论了与数学探索相关的课程工作,这些课程工作基于将物理行走中的潜在发现数学化的想法。描述了新冠肺炎疫情期间数学追踪与学校教育现实的交叉点,以及数学追踪学习在课堂之外的分支方式。这一合作不仅有助于引起人们对数学轨迹这一研究不足的主题的关注,还展示了学生和教师如何用弗雷尔的语言作为关键的共同调查者进行合作。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Humanistic Mathematics
Journal of Humanistic Mathematics HISTORY & PHILOSOPHY OF SCIENCE-
自引率
33.30%
发文量
45
审稿时长
52 weeks
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