通过学习者选择建立数学意义

IF 0.3 Q4 EDUCATION, SCIENTIFIC DISCIPLINES
Piera Biccard
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引用次数: 2

摘要

学习者通常认为学习数学是没有意义的(Dienes,1971;Schoenfeld,1991)。无意义的制造不同于无意义的(没有意义是可能的),更接近于无意义(没有意义)一词。Schoenfeld(1991,第316320页)创造了“感觉制造的暂停”或“学生学校数学中的显著非理性”这一短语来描述学习者对数学的脱离。学习者在尝试参与数学时所经历的无感可能源于学习者的程序理解和概念理解之间的脱节。教师还将程序能力误认为是概念理解,他们认为后者是前者的自然结果。数学的无意义往往来自于这种假设,尤其是当问题从“基础”(操作)变成“应用”(单词问题)时。课程设置也经常掩盖概念理解的程序能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Mathematical sense-making through learner choice
Learners often view learning mathematics as non-sense-making (Dienes, 1971; Schoenfeld, 1991). Non-sense-making is distinct from nonsense (no meaning is possible) and is closer to the term senseless (having no meaning). Schoenfeld (1991, p. 316, 320) coined the phrase ‘suspension of sensemaking’ or ‘significant nonreason in students’ school mathematics’ to describe learners’ disengagement with mathematics. The senselessness experienced by learners when trying to engage with mathematics may stem from a disconnection between the learners’ procedural and conceptual understanding. Teachers also mistake procedural competency for conceptual understanding where they see the latter as a natural consequence of the former. Often the senselessness of mathematics comes from this assumption, especially when the problem changes from ‘basics’ (manipulation) to ‘application’ (word problems). Curricula are also often set up to mask procedural ability for conceptual understanding.
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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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