函数概念教学的数学理论模型

IF 0.3 Q4 MATHEMATICS

Mathematics Enthusiast Pub Date : 2021-08-01 DOI:10.54870/1551-3440.1536

Graça Luzia Dominguez Santos, Jonei Cerqueira Barbosa

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引用次数: 1

摘要

本文采用系统的文献综述、两套教材以及与教师小组的讨论研究，运用语篇视角构建函数概念的数学教学理论模型。该模型提供了一种描述性语言，其理论结构基本上依赖于Basil Bernstein理论中启发的实现和识别规则。此外，该模型基于功能概念的实现类别(景观)。构成模型的景观有表格景观、图解景观、代数景观、变换景观、图形景观、模式概括景观和形式景观。该模型为关于功能的交流提供了话语透明度，这可能为学生和教师的课程开发和课程材料设计以及在教育背景下解决这一主题的规划策略提供信息。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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A Theoretical Model of Mathematics for Teaching the Concept of Function

This paper presents a study using a discursive perspective to develop a theoretical model of Mathematics for Teaching of the function concept, employing the following sources: a systematic review of the research literature, two series of textbooks and a discussion study with a group of teachers. The model presents a descriptive language with a theoretical structure that relies fundamentally on the realization and recognition rules inspired in Basil Bernstein's theory. Also, the model is based on categories of realizations (landscapes) of the concept of function. The landscapes that make up the model are the tabular, diagram, algebraic, transformation machine, graphic, pattern generalization and formal landscapes. The model provides a discursive transparency for the communication about function, which may inform curriculum development and curriculum material design for students and teachers as well as planning strategies to address this topic in educational contexts.

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来源期刊

Mathematics Enthusiast MATHEMATICS-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal exists as an independent entity. The electronic version is hosted by the Department of Mathematical Sciences- University of Montana. The journal is NOT affiliated to nor subsidized by any professional organizations but supports PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics. TME strives to promote equity internationally by adopting an open access policy, as well as allowing authors to retain full copyright of their scholarship contingent on the journals’ publication ethics guidelines. Authors do not need to be affiliated with the University of Montana in order to publish in this journal. Journal articles cover a wide spectrum of topics such as mathematics content (including advanced mathematics), educational studies related to mathematics, and reports of innovative pedagogical practices with the hope of stimulating dialogue between pre-service and practicing teachers, university educators and mathematicians. The journal is interested in research based articles as well as historical, philosophical, political, cross-cultural and systems perspectives on mathematics content, its teaching and learning. The journal also includes a monograph series on special topics of interest to the community of readers.