Teaching Practices to Support Early Mathematical Modeling
Teaching Practices to Support Early Mathematical Modeling
复制标题
支持早期数学建模的教学实践
DOI：
10.1007/978-3-030-63900-6_7
复制
发表时间：
2021
影响因子：
2.2
通讯作者：
M. Carlson
中科院分区：
文献类型：
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作者：
M. Carlson
本章的目的是探讨教师在促进小学数学建模时所使用的实践。尽管人们对将数学建模纳入学校环境的兴趣越来越大，但围绕建模的课堂教学“仍然是一个挑战”（English，Ärlebäck，& Mousoulides，2016），与数学建模教学相关的问题尚未得到充分探讨（Kaiser，2018）。通过对教师研究小组的话语数据进行定性分析，我提出了以下问题：教师在促进小学数学建模时使用了哪些做法？教师报告的做法分为四类：与学生的想法，与现实世界的背景下互动，监测和支持数学学习，并将学生的想法与数学模型。我还描述了教师的实践如何帮助他们促进学生在现实世界中的工作，支持学生建立数学解决方案，并决定如何结束建模任务。
The purpose of this chapter is to explore the practices teachers use when facilitating mathematical modeling in elementary schools. In spite of the increased interest in incorporating mathematical modeling in school settings, classroom instruction around modeling “remains a challenge” (English, Ärlebäck, & Mousoulides, 2016), and issues related to teaching mathematical modeling are underexplored (Kaiser, 2018). Through qualitative analysis of discourse data from a teacher study group, I address the following question: What practices do teachers describe using when they facilitate mathematical modeling in elementary schools? Teachers’ reported practices fell into four categories: working with student ideas, interacting with the real-world context, monitoring and supporting mathematics learning, and linking student ideas with the mathematical model. I also offer descriptions of the ways teachers’ practices helped them facilitate students’ work with the real-world context, support students as they built mathematical solutions, and decide how to bring closure to the modeling task.