The Real World and the Mathematical World
The Real World and the Mathematical World
复制标题
现实世界和数学世界
DOI：
10.1007/978-3-319-10121-7_3
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
K. Stacey
中科院分区：
文献类型：
--
作者：
K. Stacey
本章描述了比萨理论化和操作化的方式之间的联系真实的世界和数学世界是必不可少的数学素养。数学建模的描述和说明和章节显示了为什么它被用来作为基石，以数学素养。它讨论了这个概念是如何在2000年至2012年的比萨框架中发展的，最终在比萨2012年的报告中达到了顶峰，报告了学生在公式化，就业和解释三个建模过程中的熟练程度。与数学建模和数学化的方向相一致，比萨项目的真实性被赋予了高度的优先权，使学生感到他们正在解决有价值的，明智的问题。使用现实世界的背景被认为是必不可少的教学和评估数学的功能性目的，并在帮助学生的动机，但潜在的问题的文化适当性和公平（通过熟悉，相关性和兴趣）出现了国际评估。对于整个国家和学生群体来说都是如此。相关的研究和比萨的方法，以尽量减少潜在的偏见进行了讨论。
This chapter describes the way in which PISA theorises and operationalises the links between the real world and the mathematical world that are essential to mathematical literacy. Mathematical modelling is described and illustrated and the chapter shows why it is used as the cornerstone to mathematical literacy. It discusses how this concept has developed over the PISA Frameworks from 2000 to 2012, culminating in the reporting in PISA 2012 of student proficiency in the three modelling processes ofFormulate,EmployandInterpret. Consistent with the orientation to mathematical modelling and mathematisation, the authenticity of PISA items is given a high priority, so that students feel that they are solving worthwhile, sensible problems. The use of real-world contexts is regarded as essential to teaching and assessing mathematics for functional purposes and in assisting in motivation of students, but potential problems of cultural appropriateness and equity (through familiarity, relevance and interest) arise for an international assessment. This is the case for countries as a whole and also for subgroups of students. Relevant research and the PISA approach to minimising potential biases are discussed.
DOI：
--
发表时间：
2005
期刊：
Proceedings of paper presented in 2005 summer conference of Society of mathematics education
影响因子：
--
作者：
Ikeda;Toshikazu
通讯作者：
Toshikazu