Fifth Graders' Enumeration of Cubes in 3D Arrays: Conceptual Progress in an Inquiry-Based Classroom.
Fifth Graders' Enumeration of Cubes in 3D Arrays: Conceptual Progress in an Inquiry-Based Classroom.
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五年级学生对 3D 数组中的立方体的枚举：基于探究的课堂中的概念进展。
DOI：
10.2307/749708
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发表时间：
1999
影响因子：
2.8
通讯作者：
M. Battista
中科院分区：
文献类型：
--
作者：
M. Battista
在这项研究中，我利用建构主义范式的心理学和社会文化成分，详细分析了学生在以探究为基础的以问题为中心的数学课堂中，在列举三维立方体数组时，他们的认知结构是如何发展和变化的。我描述了三对五年级学生在课堂上的教学活动，包括预测图形描绘的盒子中适合立方体的数量，我仔细地解释了抽象、反思、扰动、空间结构和协调的心理过程，以及两对学生之间面对面的社会互动，如何带来有意义和强大的学生学习。
In this study I utilize psychological and sociocultural components of a constructivist paradigm to provide a detailed analysis of how the cognitive constructions students make as they enumerate 3D arrays of cubes develop and change in an inquiry-based problem-centered mathematics classroom. I describe the classroom work of 3 pairs of 5th graders on an instructional activity involving predicting the number of cubes that fit in graphically depicted boxes, and I carefully explicate how the mental processes of abstraction, reflection, perturbation, spatial structuring, and coordination, along with face-to-face social interaction within pairs, brought about meaningful and powerful student learning.