幼儿教育中计划和执行提出问题任务的变量

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Enrique Carmona-Medeiro , Juan Pedro Martín-Díaz , Nuria Climent
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引用次数: 0

摘要

本研究的重点是了解数学问题提出任务的设计和实施过程中的内在变量。我们对一名幼儿教育教师在一个有 4 至 5 岁儿童的课堂上开展的问题提出课进行了单一案例研究,这些儿童对此类活动并不熟悉。这项研究的结果表明,考虑作为关键点的五个变量的潜力,它们构成了与提出问题任务的设计和实施相关的困境。我们发现,在实施过程中,任务与最初的设计发生了变化,这意味着教师对变量的选择并非一成不变,而是与提出问题任务的目的以及幼儿课堂的环境特征密切相关。这项研究为分析作为动态过程的问题任务的设计和实施提供了一个潜在的有用框架。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Variables in planning and carrying out a problem-posing task in early childhood education

This research focused on understanding the variables inherent in the design and implementation of a mathematical problem-posing task. We developed a single case study of a problem-posing lesson by an Early Childhood Education teacher in a classroom with 4- to 5-year-old children who were unfamiliar with such activities. The results of this study show the potential of considering five variables serving as critical points that pose dilemmas linked to the design and implementation of problem-posing tasks. We found that the task changed from its original design during implementation, implying that the choices the teacher made about the variables were not static and were strongly linked to the purpose of the problem-posing task as well as to the contextual characteristics of the early childhood classroom. This study provides a potentially useful framework for analyzing the design and implementation of problem-posing tasks as a dynamic process.

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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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