In the Absence of Meaning
In the Absence of Meaning
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在没有意义的情况下
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发表时间：
2013
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通讯作者：
P. Thompson
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作者：
P. Thompson
美国数学教育的糟糕状况有很多种诊断，从不连贯的课程到低质量的教学。在这一章中，我将阐述失败的许多表现形式的一个基本原因--系统性的、文化上的对数学意义和连贯性的忽视。其结果是，教师无法为理解而教学，学生无法发展个人的数学意义，以支持兴趣、好奇心和未来的学习。在发展这一论点时，我讨论了教师目前教授的实际意义和学生目前在与教学互动中发展的实际意义有助于功能失调的数学教育的微妙方式。最后，我提出了一项解决这种情况的长期战略。
There are many diagnoses of the bad state of U.S. mathematics education, ranging from incoherent curricula to low-quality teaching. In this chapter I will address a foundational reason for the many manifestations of failure—a systemic, cultural inattention to mathematical meaning and coherence. The result is teachers’ inability to teach for understanding and students’ inability to develop personal mathematical meanings that support interest, curiosity, and future learning. In developing this argument I discuss the subtle ways in which actual meanings with which teachers currently teach and actual meanings students currently develop in interaction with instruction contribute to dysfunctional mathematics education. I end by proposing a long-term strategy to address this situation.