Didactic Objects and Didactic Models in Radical Constructivism
Didactic Objects and Didactic Models in Radical Constructivism
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激进建构主义中的教学对象和教学模型
DOI：
10.1007/978-94-017-3194-2_12
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发表时间：
2002
期刊：
影响因子：
--
通讯作者：
P. Thompson
中科院分区：
文献类型：
--
作者：
P. Thompson
本章讨论的方式，从激进的建构主义的角度来看，数学思想的概念分析补充现实的数学教育的关注紧急模型，符号化，并参与课堂实践。讨论借鉴了定量推理研究的例子，其中激进的建构主义作为背景理论。背景理论的功能是限制人们对问题的理解方式和解释类型，并对需要解释的内容进行描述。
This chapter discusses ways in which conceptual analyses of mathematical ideas from a radical constructivist perspective complement Realistic Mathematics Education’s attention to emergent models, symbolization, and participation in classroom practices. The discussion draws on examples from research in quantitative reasoning, in which radical constructivism serves as a background theory. The function of a background theory is to constrain ways in which issues are conceived and types of explanations one gives, and to frame one’s descriptions of what needs explaining.