一个几何函数问题的完备性:效率考虑中的过程和资源

F. Alghadari, Bayu Jaya Tama, S. Sudirman, A. P. Kusuma, Syafa’at Ariful Huda
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引用次数: 0

摘要

教师和学生在解决问题的认知水平上存在明显差异。在数学背景下,特别是函数问题只有几何表示形式,对于知识的建构和学生的学习应该利用他们的认知水平能力。解决问题的过程不仅基于此,而且所有学生的学习都应该是高效的,分析这些过程是本研究识别低效问题的目的。本调查研究是在印度尼西亚西雅加达的一所高中的科学项目中有目的地选择了三名受访者。本研究发现,在求解过程中,所有学生都选择通过组织与碎片化概念化相关的概念来构建函数的代数表示。这个过程要求按程序应用每一个概念。有一个资源,那是函数定义域的一个概念,所以完成是一个低效的过程,因为三个学生都忽略了它。这三个过程都以学生的学术文化来解决,最常见的是强调在学习中涉及到的问题和他们的认知能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Completion for a Geometric-Function Problem: Process and Resources in Efficiency Consideration
The cognitive level between teachers and students is clearly different in problem-solving. In the mathematics context, especially the function problem was only in geometric expression form, for knowledge construction and student's learning should use their cognitive level capacity. Not only the solving process is based on that, but also learning should be efficient for all students, and analyzing those processes is the purpose of identification inefficient issues in this study. This investigative study was held on three respondents purposively selected from a science program of senior high school in West Jakarta, Indonesia. This study found that in the solving process, all students chose to construct an algebraic representation of the function by organizing concepts relevant to fragmented conceptualization. The process has held to apply each concept procedurally. There has been a resource and that is one concept of the domain of function, so the completion is an inefficient process because all three students were ignoring it to use. All three process for solving to the student’s academic culture, most common for emphasizing in learning related to the problem and their cognitive capacity.
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