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1.
Vygotskian theory and mathematics education: Resolving the conceptual-procedural dichotomy 总被引:1,自引:0,他引:1
Jean Schmittau 《European Journal of Psychology of Education - EJPE》2004,19(1):19-43
The aim of this paper is to demonstrate that in spite of some superficial similarities the current mathematics reform in the
US based on constructivist principles differs substantially from mathematical education based on Vygotskian cultural-historical
theory (V.V. Davydov’s mathematics program), and to illustrate the manner in which Davydov’s program virtually obliterates
the conceptual-procedural division that has fueled the current “math wars”. Both constructivism and Davydov’s approach emphasize
the active character of students’ acquisition of mathematical concepts. Constructivists, however, begin the instructional
process from the children’s preexistent concepts while Vygotskians reorient it toward acquisition of what Vygotsky defined
as “scientific” rather than “spontaneous, everyday” concepts. A three-year study of the implementation of Davydov’s elementary
mathematics program in a school setting in the US found that the American children overcame the initial challenges of the
program, consistently resolved computational errors conceptually, and finally demonstrated the ability to solve high school
level mathematics problems. The curriculum appeared to foster the development of theoretical thinking, an explicit goal of
Davydov’s program, which constitutes its major value and educational significance. 相似文献
2.
3.
Mathematics-for-Teaching: an Ongoing Investigation of the Mathematics that Teachers (Need to) Know 总被引:1,自引:0,他引:1
In this article we offer a theoretical discussion of teachers' mathematics-for-teaching, using complexity science as a framework
for interpretation. We illustrate the discussion with some teachers' interactions around mathematics that arose in the context
of an in-service session. We use the events from that session to illustrate four intertwining aspects of teachers' mathematics-for-teaching.
We label these aspects “mathematical objects,” “curriculum structures,” “classroom collectivity,” and “subjective understanding”.
Drawing on complexity science, we argue that these phenomena are nested in one another and that they obey similar dynamics,
albeit on very different time scales. We conjecture (1) that a particular fluency with these four aspects is important for
mathematics teaching and (2) that these aspects might serve as appropriate emphases for courses in mathematics intended for
teachers. 相似文献
4.
Mathematics teaching in Burkina Faso is faced with major challenges (high illiteracy rates, students’ difficulties, and high
failure rates in mathematics, which is a central topic in the curriculum). As evidenced in many of these studies, mathematics
is reputed to be tough, inaccessible, and far from what students live daily. Students here look as though they are living
in two seemingly distant worlds, school and everyday life. In order to better understand these difficulties and to contribute
in the long run to a more adapted teaching of mathematics, we tried to document and elicit the “mathematical resources” mobilized
in various daily life social practices. In this paper, we focus on one of them, the counting and selling of mangoes by unschooled
peasants. An ethnographic approach draws on the observation of the situated activity of counting and selling mangoes (during
harvesting) and on “eliciting interviews” of the involved actors. The analysis of results highlights a richness of structuring
resources mobilized and distributed through this practice, related to what Lave (1988) call “the experienced lived-in-world” and “constitutive order.” The mathematical resources take the form of “knowledge in
action” and “theorems in action” (Vergnaud, Rech Didact Math 10(23):133–170, 1990), embedded in the social, economic, and even cultural structures of actors. 相似文献
5.
Eugenia Vomvoridi-Ivanovi? 《Journal of Mathematics Teacher Education》2012,15(1):53-66
This paper explores Mexican–American prospective teachers’ use of culture—defined as social practices and shared experiences—as
an instructional resource in mathematics. The setting is an after-school mathematics program for the children of Mexican heritage.
Qualitative analysis of the prospective teachers’ and children’s interactions reveals that the nature of the mathematical
activities affected how culture was used. When working on the “binder activities,” prospective teachers used culture only
in non-mathematical contexts. When working on the “recipes project,” however, culture was used as a resource in mathematical
contexts. Implications for the mathematics teacher preparation of Latinas/os are discussed. 相似文献
6.
Michael H. G. Hoffmann 《Educational Studies in Mathematics》2006,61(1-2):279-291
This comment attempts to identify different “semiotic perspectives” proposed by the authors of this special issue according
to the problems they discuss. These problems can be distinguished as problems concerning the representation of mathematical
knowledge, the definition and objectivity of meaning, epistemological questions of learning and activity in mathematics, and
the social dimension of sign processes. The contributions are discussed so as to make visible further research perspectives
with regard to “semiotics in mathematics education”. 相似文献
7.
Mijung Kim Wolff-Michael Roth Jennifer Thom 《International Journal of Science and Mathematics Education》2011,9(1):207-238
There is mounting research evidence that contests the metaphysical perspective of knowing as mental process detached from
the physical world. Yet education, especially in its teaching and learning practices, continues to treat knowledge as something
that is necessarily and solely expressed in ideal verbal form. This study is part of a funded project that investigates the
role of the body in knowing and learning mathematics. Based on a 3-week (15 1-h lessons) video study of 1-s grade mathematics
classroom (N = 24), we identify 4 claims: (a) gestures support children’s thinking and knowing, (b) gestures co-emerge with peers’ gestures
in interactive situations, (c) gestures cope with the abstractness of concepts, and (d) children’s bodies exhibit geometrical
knowledge. We conclude that children think and learn through their bodies. Our study suggests to educators that conventional
images of knowledge as being static and abstract in nature need to be rethought so that it not only takes into account verbal
and written languages and text but also recognizes the necessary ways in which children’s knowledge is embodied in and expressed
through their bodies. 相似文献
8.
Lectures are often thought of in terms of information transfer: students (do not) “get” or “construct meaning of” what physics
professors (lecturers) say and the notes they put on the chalkboard (overhead). But this information transfer view does not
explain, for example, why students have a clear sense of understanding while they sit in a lecture and their subsequent experiences
of failure to understand their own lecture notes or textbooks while preparing for an exam. Based on a decade of studies on
the embodied nature of science lectures, the purpose of this article is to articulate and exemplify a different way of understanding
physics lectures. We exhibit how there is more to lectures than the talk plus notes. This informational “more” may explain
(part of) the gap between students’ participative understanding that exists in the situation where they sit in the lecture
on the one hand and the one where they study for an exam from their lecture notes on the other. Our results suggest that in
lectures, concepts are heterogeneous performances in which meaning is synonymous with the synergistic and irreducible transactions of many different communicative modes, including
gestures, body movements, body positions, prosody, and so forth. 相似文献
9.
Heinz Steinbring 《Educational Studies in Mathematics》2005,59(1-3):313-324
This is a commentary paper in the volume on “Teachings situations as object of research: empirical studies within theoretical
perspectives”. An essential object of mathematics education research is the analysis of interactive teaching and learning
processes in which mathematical knowledge is mediated and communicated. Such a research perspective on processes of mathematical interaction has to take care of the difficult relationship between mathematics education theory and everyday mathematics teaching practice.
In this regard, the paper tries to relate the development in mathematics education research within the theory of didactical situations to developments in interaction theory and in the epistemological analysis of mathematical communication. 相似文献
10.
11.
The notion of historical “parallelism” revisited: historical evolution and students’ conception of the order relation on the number line 总被引:1,自引:1,他引:0
This paper associates the findings of a historical study with those of an empirical one with 16 years-old students (1st year
of the Greek Lyceum). It aims at examining critically the much-discussed and controversial relation between the historical
evolution of mathematical concepts and the process of their teaching and learning. The paper deals with the order relation
on the number line and the algebra of inequalities, trying to elucidate the development and functioning of this knowledge
both in the world of scholarly mathematical activity and the world of teaching and learning mathematics in secondary education.
This twofold analysis reveals that the old idea of a “parallelism” between history and pedagogy of mathematics has a subtle
nature with at least two different aspects (metaphorically named “positive” and “negative”), which are worth further exploration.
相似文献
Constantinos Tzanakis (Corresponding author)Email: |
12.
Recognizing meaning in students’ mathematical ideas is challenging, especially when such ideas are different from standard
mathematics. This study examined, through a teaching-scenario task, the reasoning and responses of prospective elementary
and secondary teachers to a student’s non-traditional strategy for dividing fractions. Six categories of reasoning were constructed,
making a distinction between deep and surface layers. The connections between the participants’ reasoning, their teaching
response, and their beliefs about mathematics teaching were investigated. We found that there were not only differences but
also similarities between the prospective elementary and secondary teachers’ reasoning and responses. We also found that those
who unpacked the mathematical underpinning of the student’s non-traditional strategy tended to use what we call “teacher-focused”
responses, whereas those doing less analysis work tended to construct “student-focused” responses. These results and their
implications are discussed in relation to the influential factors the participants themselves identified to explain their
approach to the given teaching-scenario task.
相似文献
Sandra CrespoEmail: |
13.
C. S. Yogananda 《Resonance》2006,11(10):8-17
Archimedes is generally regarded as the greatest mathematician of antiquity and alongside Isaac Newton and C F Gauss as the
top three of all times. He was also an excellent theoreticiancum-engineer who identified mathematical prob lems in his work
on mechanics, got hints on their solution through engineering techniques and then solved those mathematical problems, many
a time discovering fundamental results in mathematics, for instance, the concepts oflimits andintegration. In his own words,“… which I first dis covered by means of mechanics and then exhibited by means of geometry”. In this article we briefly describe some of his main contributions to mathematics. 相似文献
14.
Shelly Sheats Harkness Beatriz Dambrosio Anastasia S. Morrone 《Educational Studies in Mathematics》2007,65(2):235-254
In this study, data in the form of (preservice teacher) student voices taken from mathematical autobiographies, written at the beginning of the semester, and end-of-semester reflections, were
analyzed in order to examine why preservice elementary school teachers were highly motivated in a social constructivist mathematics
course in which the teacher emphasized mastery goals. The findings suggest that students entered the course with a wide variety
of feelings about mathematics and their own mathematical ability. At the end of the semester, students wrote about aspects
of the course that “led to their growth as a mathematical thinker and as a mathematics teacher…” Student responses were coded
within themes that emerged from the data: Struggle; Construction of meaning [mathematical language; mathematical understanding];
Grouping [working in groups]; Change [self-efficacy; math self-concept]; and the Teacher’s Role. These themes are described
using student voices and within a motivation goal theory framework. The role of struggle, in relation to motivation, is discussed. 相似文献
15.
James Kaput 《Educational Studies in Mathematics》2009,70(2):211-215
This paper comments on the expanded repertoire of techniques, conceptual frameworks, and perspectives developed to study the
phenomena of gesture, bodily action and other modalities as related to thinking, learning, acting, and speaking. Certain broad
issues are considered, including (1) the distinction between “contextual” generalization of instances across context (of virtually
any kind—numeric, situational, etc.) and the generalization of structured actions on symbols, (2) fundamental distinctions
between the use of semiotic means to describe specific situations versus semiosis serving the process of generalization, and
(3) the challenges of building generalizable research findings at such an early stage in infrastructure building. 相似文献
16.
Pessia Tsamir 《Educational Studies in Mathematics》2007,65(3):255-279
This paper indicates that prospective teachers’ familiarity with theoretical models of students’ ways of thinking may contribute
to their mathematical subject matter knowledge. This study introduces the intuitive rules theory to address the intuitive,
same sides-same angles solutions that prospective teachers of secondary school mathematics come up with, and the proficiency they acquired during
the course “Psychological aspects of mathematics education”. The paper illustrates how drawing participants’ attention to
their own erroneous applications of same sides-same angles ideas to hexagons, challenged and developed their mathematical knowledge. 相似文献
17.
Filippo Camerota 《Science & Education》2006,15(2-4):323-334
This article explores the transmission of practical knowledge in the XV and XVI centuries. According to cosmographer Egnatio
Danti, optics and other mathematical sciences had “been banished” from the main philosophical schools of his period, and “the
little which remains to us is limited to some practical aspects learned from the mechanical artificers”. The “mechanical artificers”
were architects, painters and surveyors whose mathematical training constitutes the subject dealt with in this article. The
context of Danti’s remark was the letter to the “Accademici del Disegno” of Perugia which introduce his Italian translation
of Euclid’s Optics. After the great Medieval season of optical studies, in effect, this science progressed mainly through its practical applications,
especially through “that part of perspective which pertains to painting” (Piero della Francesca), and through the spread of
methods and instruments for measuring by sight. 相似文献
18.
Gert Schubring 《Educational Studies in Mathematics》2011,77(1):79-104
There is an over-arching consensus that the use of the history of mathematics should decidedly improve the quality of mathematics
teaching. Mathematicians and mathematics educators show here a rare unanimity. One deplores, however, and in a likewise general
manner, the scarcity of positive examples of such a use. This paper analyses whether there are shortcomings in the—implicit
or explicit—conceptual bases, which might cause the expectations not to be fulfilled. A largely common denominator of various
approaches is some connection with the term “genetic.” The author discusses such conceptions from the point of view of a historian
of mathematics who is keen to contribute to progress in mathematics education. For this aim, he explores methodological aspects
of research into the history of mathematics, based on—as one of the reviewers appreciated—his “life long research.” 相似文献
19.
The acceptance of new chemical ideas, before the Chemical Revolution of Lavoisier, in Greek-speaking communities in the 17th
and 18th centuries did not create a discourse of chemical philosophy, as it did in Europe, but rather a “philosophy” of chemistry
as it was formed through the evolution of didactic traditions of Chemistry. This “philosophical” chemistry was not based on
the existence of any academic institutions, it was focused on the ontology of principles and forces governing the analysis/synthesis
of matter and formulated two didactic traditions. The one, named “the system of chymists”, close to the Boylean/Cartesian
tradition, accepted, contrary to Aristotelianism, the five “chymical” principles and also the analytical ideal, but the “chymical”
principles were not under a conceptual and experimental investigation, as they were in Europe. Also, a crucial issue for this
tradition remained the “mechanical” principles which were under the influence of the metaphysical nature of the Aristotelian
principles. The other, close to the Boylean/Newtonian tradition, was the integrated presentation of the Newtonian “dream”,
which maintained a discursive attitude with reference to the “chemical attractions”–“chemical affinities” and actualised the
mathematical atomism of Boscovich, according to which the elementary texture of matter could be causally explained within
this complex architecture of mathematical “punkta”. In this tradition also coexisted, in a discursive synthesis, the “chemical element” of Lavoisier and the arguments of the
new theory and its opposition to the phlogiston theory, but the “chemical affinities” were under the realm of the “physical
element” as “metaphysical point”. 相似文献
20.
Tony Brown 《Educational Studies in Mathematics》2012,80(3):475-490
In this volume, Wolff-Michael Roth provides a critical but partial reading of Tony Brown’s book Mathematics Education and Subjectivity. The reading contrasts Brown’s approach with Roth’s own conception of subjectivity as derived from the work of Vygotsky, in which Roth aims to “reunite” psychology and sociology. Brown’s book, however, focuses on how discourses in mathematics education shape subjective action within a Lacanian model that circumnavigates both “psychology” and “sociology”. From that platform, this paper responds to Roth through problematising the idea of the individual as a subjective entity in relation to the two perspectives, with some consideration of corporeality and of how the Symbolic encounters the Real. The paper argues for a Lacanian conception of subjectivity for mathematics education comprising a response to a social demand borne of an ever-changing symbolic order that defines our constitution and our space for action. The paper concludes by considering an attitude to the production of research objects in mathematics education research that resists the normalisation of assumptions as to how humans encounter mathematics. 相似文献