支持学习者折返的谈话,促进对几何知识的理解

IF 0.3 Q4 EDUCATION, SCIENTIFIC DISCIPLINES
K. Chuene, Koena Mabotja, S. Maoto
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引用次数: 0

摘要

在本文中,我们认为当学习者进行探索性谈话时,折返是成功的。为了支持我们的论点,我们从一个由 54 名学习者组成的 10 年级数学课堂中获取数据,这些学习者参加了由第二作者主持的为期四周的教学实验。我们主要关注了两组学习者的谈话,以解决有关折返的文献中没有提及学习者进行何种谈话的问题。我们通过视频记录了学习者在不同环节中完成任务时的互动情况。我们通过波尔金霍恩的叙事模式分析数据,并使用金所说的叙事平滑过程,将这些数据作为学习者谈话的转录摘要呈现出来,并将其综合为故事。Pirie 和 Kieren 的折返概念以及 Wegerif 和 Mercer 的学习者谈话和思考的三种方式被用作综合故事的启发式工具。这些叙述表明,探索性谈话促进了折返,学习者在彼此观点的基础上发展几何理解。因此,本文的意义在于,对于希望通过折返促进理解能力增长的课堂而言,探索性谈话应该是规范的谈话类型:我们在文献数据库中进行了搜索,但尚未发现一项实证研究能够引起人们对探索性谈话在培养南非学习者对几何知识的理解方面所起作用的关注。不过,本研究是暗示探索性谈话对培养几何理解的折返支持的研究之一。我们的研究结果表明,数学课堂应考虑将探索性谈话作为几何教学的一部分。此外,我们还建议在数学教学中对探索性谈话进行研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Talk that supports learners’ folding back for growth in understanding geometry
In this article, we argue that folding back is successful when the learners engage in exploratory talk. To support our argument, we sourced data from a Grade 10 mathematics classroom of 54 learners who participated in a four-week teaching experiment conducted by the second author. We mainly focused on talks in two groups of learners to address the silence of literature on folding back that alludes to the kind of talk that learners engage in. Data were captured through video recording of learners’ interactions as they worked on the tasks in different sessions. We present these data as transcribed extracts of talks that the learners held and synthesise them into stories through Polkinghorne’s narrative mode of data analysis, also using a process that Kim referred to as narrative smoothing. Pirie and Kieren’s conception of folding back and Wegerif and Mercer’s three ways of talking and thinking among learners were used as a heuristic device for synthesising the stories. The narratives illustrate that exploratory talk promotes folding back, where learners build on each other’s ideas to develop geometry understanding. Therefore, the significance of this article is that for classrooms that wish to promote growth in understanding through folding back, the type of talk that should be normative is exploratory talk.Contribution: Our search of the literature databases has yet to reveal an empirical study that draws attention to exploratory talk’s role in developing learners’ understanding of geometry in South Africa. However, this study is one of those that allude to the support of exploratory talk on folding back in developing geometry understanding. Our findings imply that mathematics classrooms should consider incorporating exploratory talk as part of teaching and learning geometry. Furthermore, studies on engendering exploratory talk in teaching mathematics are recommended.
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来源期刊
Pythagoras
Pythagoras EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
1.50
自引率
16.70%
发文量
12
审稿时长
20 weeks
期刊介绍: Pythagoras is a scholarly research journal that provides a forum for the presentation and critical discussion of current research and developments in mathematics education at both national and international level. Pythagoras publishes articles that significantly contribute to our understanding of mathematics teaching, learning and curriculum studies, including reports of research (experiments, case studies, surveys, philosophical and historical studies, etc.), critical analyses of school mathematics curricular and teacher development initiatives, literature reviews, theoretical analyses, exposition of mathematical thinking (mathematical practices) and commentaries on issues relating to the teaching and learning of mathematics at all levels of education.
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