学校数学中问题的含义:从练习和应用到学习--诱导问题

Q3 Multidisciplinary
Wellington Pereira das Virgens, Vanessa Dias Moretti
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引用次数: 0

摘要

背景:在学校环境中,特别是在数学教育中,"问题 "一词具有不同的历史和文化含义,对 "问题 "在教学实践中的作用也有不同的理解。目标:目的是回答以下问题在与数学教学培训对话的研究和出版物中,"问题 "的含义是什么?从文化历史的角度看,"问题 "的具体含义是什么?设计:研究对象是巴西一所公立学校数学学位课程的学生,他们参加了以 "问题 "为媒介的培训活动。在这一研究背景下,我们开展了理论和文献研究,以了解那些在教学实践中强调 "问题 "重要性的教学建议中蕴含的思想。我们将这些观点视为基于文化历史理论的理论和方法假设的分析意义。背景和参与者:我们分析了数学教师培训课程中流传的出版物,这些出版物为本剪报的研究提供了背景,说明了这些文本的作者对 "问题 "与数学教学之间可能存在的关系的理解。数据收集与分析:这些文本选自该学位课程各科目教学计划中的书目,或在为获得研究数据而进行的形成性实验中用作文本参考的书目,并根据文化历史理论对意义概念的假设进行了分析。结果研究结果表明,在教学实践中,"问题 "通常是作为已经呈现的课程或在所谓的日常情境中应用概念的机会而被采用的。此外,还有一个意义过程,从文化历史的角度看,"问题 "被理解为数学学习的触发器。结论:主要结论指出,从历史和文化角度看,"问题 "在数学教学实践中扮演着某些角色,其中有三个角色比较突出:它们是练习已授课程的机会;它们是在模拟情境中应用技巧、算法或定义(解决问题)的机会;或者它们是引发学习的问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Meaning of Problem in School Mathematics: From Exercise and Application to the Learning-Triggering Problem
Background: There are, in the school context, especially in mathematics education, different historical and cultural meanings that are being produced and impregnated in the term Problem, as well as different understandings regarding the roles of Problems in teaching practices, which justifies studies focused on to the analysis of the implications of such conceptual meanings in the training of teachers who teach mathematics. Objectives: The aim is to answer the question: What are the meanings of Problem present in research and publications that dialogue with training for teaching mathematics? What would be, specifically, the meaning of Problem from a cultural-historical perspective? Design: The research was carried out with students of the degree course in mathematics of a Brazilian public institution, in which they participated in a training movement that had Problems as mediators. In the context of that research, theoretical and bibliographical studies were developed to understand ideas impregnated in didactic-pedagogical proposals that exalt the importance of Problems in teaching practices. We recognise these ideas as meanings based on the analysis that considers the theoretical and methodological assumptions of the cultural-historical theory. Setting and participants: Publications that circulated in the context of the training course for mathematics teachers were analysed, which contextualised the research that gave rise to this clipping about the understandings of the authors of those texts regarding their understanding of the possible relationships between the Problem and the teaching of mathematics. Data collection and analysis: The texts were selected from the bibliographies present in the teaching plans of the subjects of that degree course or that were used as a textual reference during the formative experiment carried out to produce research data and were analysed according to the assumptions of the cultural-historical theory to the concept of meaning. Results: The results point to the constitution of meanings according to which the Problems are usually adopted, in teaching practices, as lessons already presented or as opportunities to apply concepts in supposedly everyday situations. There is also a process of meaning from which the Problems are understood, from a cultural-historical perspective, as triggers of mathematics learning. Conclusions: The main conclusion points to the understanding that the Problems play, historically and culturally, some roles in mathematics teaching practices, among which, three stand out: they are opportunities to practice lessons already taught; they are opportunities to apply techniques, algorithms, or definitions in simulated situations (problem solving); or they are learning-triggering problems.
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来源期刊
Acta Scientiae
Acta Scientiae Multidisciplinary-Multidisciplinary
CiteScore
0.70
自引率
0.00%
发文量
43
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