数学理解 - 哲学与数学教育的共同主题

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Mathematical Behavior Pub Date : 2024-11-07 DOI:10.1016/j.jmathb.2024.101202

Jessica Carter

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引用次数: 0

摘要

我们介绍数学家、数学哲学家和数学教育家对数学理解的不同描述。目的之一是说明这些描述的多样性。尽管对数学理解的描述看似互不相容，但本文最后指出了一些共同的主题。其中包括对关系和统一等特质的强调。此外，我们还注意到，包括视觉表征在内的再表征被认为在理解中发挥了作用。

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Mathematical understanding – Common themes in philosophy and mathematics education

We present different characterizations of mathematical understanding given by mathematicians, philosophers of mathematics, and mathematics educators. One purpose is to illustrate the diversity of these characterizations. Although the descriptions of understanding may seem incompatible, the paper ends by pointing to some shared themes. They include an emphasis on qualities such as relations and unification. Additionally, we note that re-presentation, including visual representations, is thought to play a role in understanding.

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来源期刊

Journal of Mathematical Behavior EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

17.60%

发文量

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.