比较学生在线性代数游戏任务和纸笔任务中的策略

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Jeremy Bernier , Michelle Zandieh
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引用次数: 0

摘要

本研究考察了参与两个为介绍性线性代数设计的任务所涉及的数学活动:向量未知数字游戏和笔与纸的魔毯飞行任务。五名本科生同时完成了这两项任务,我们使用先前文献框架的修改版本定性分析了他们的策略。在研究结果中,我们报告了在我们的数据集中看到的七种不同的策略。我们发现,虽然我们的参与者在两项任务中确实使用了一些相同的策略,但也有一些策略在其中一项任务中更有特色。在我们的讨论中,我们考虑了任务的设计差异如何影响策略差异,以及线性代数教师在选择任务时如何利用我们的发现。最后,我们讨论了比较游戏型和非游戏型任务对数学教育研究的广泛影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Comparing student strategies in a game-based and pen-and-paper task for linear algebra

This study examines the mathematical activity involved in engaging with two tasks designed for introductory linear algebra: the Vector Unknown digital game and the pen-and-paper Magic Carpet Ride task. Five undergraduate students worked on both tasks, and we qualitatively analyzed their strategies using a modified version of a framework from prior literature. In the findings, we report on the seven distinct strategies seen in our data set. We found that while our participants did use some of the same strategies on both tasks, there were also certain strategies which were more characteristic of work on one task or the other. In our discussion, we consider how the design differences in the tasks may influence the strategy differences, and how our findings can be leveraged by instructors of linear algebra in selecting tasks. Finally, we conclude by discussing broader implications for mathematics education research in comparing game-based and non-game-based tasks.

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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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