Student connections among counting problems: an exploration using actor-oriented transfer
Student connections among counting problems: an exploration using actor-oriented transfer
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计数问题之间的学生联系：使用面向参与者的迁移的探索
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
E. Lockwood
中科院分区：
文献类型：
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作者：
E. Lockwood
本文的目的是探索学生在计数问题之间产生的联系。文献表明，此类问题给学生带来了困难，他们很难发现常见结构并识别潜在问题类型的模型。这里提供了一个案例研究，学生们在其中详细阐述了他们在解决问题过程中建立的联系。选定的案例研究重点介绍了学生对三个特定组合问题的研究，其中一个突出了过度计数的倾向。 Lobato (Educational Researcher 3(1):17-20, 2003) 的面向行动者的迁移的概念，其中强调学生（而不是专家）的相似性概念，被用作分析所得定性数据的手段。结果包括（1）组合学中面向行动者的迁移基本类型的特定领域分类，以及（2）当学生关注专家可能没有强调的问题特征时，可以获得很多收获。
The purpose of this article is to explore student-generated connections among counting problems. The literature indicates that such problems pose difficulties for students, who struggle to detect common structures and identify models of underlying problem types. A case study is presented here, in which students elaborate upon connections they make during the problem solving process. The selected case study highlights student work on three particular combinatorics problems, one of which highlights tendencies toward over-counting. The conception of Lobato (Educational Researcher 3(1):17–20, 2003) of actor-oriented transfer, in which students’ (as opposed to experts’) notions of similarity are emphasized, is used as a means by which to analyze the resulting qualitative data. Results include (1) a domain-specific categorization of fundamental types of actor-oriented transfer in combinatorics and (2) implications that there is much to be gained when students attend to features of problems that experts might not emphasize.