A link between students’ discernment of variation in unidirectional change and their use of quantitative variational reasoning
A link between students’ discernment of variation in unidirectional change and their use of quantitative variational reasoning
复制标题
学生对单向变化变化的辨别与定量变分推理的使用之间的联系
DOI：
10.1007/s10649-017-9799-7
复制
发表时间：
2018
影响因子：
3.2
通讯作者：
Evan Mcclintock
中科院分区：
文献类型：
--
作者：
H. Johnson;Evan Mcclintock
在这项设计实验研究中，我们调查了这个问题：什么条件可能会促进学生对单向变化中的关键方面-变化的识别（例如，（一）“增量”减少？在美国一个大城市的一所公立中学，我们进行了一系列为期三天的整堂课，然后对14名七年级学生（约13岁）进行了基于任务的临床访谈。学生们与研究人员开发的动态计算机环境进行互动，该环境将填充多边形动画与动态图形联系起来。我们报告的结果，以证明一系列的学生的工作沿着与学生访谈情节的详细分析。我们发现学生的预测图的类型（线性，“大部分”线性，非线性），学生的概念的属性表示的图，和学生的辨别单向变化之间的联系。那些在单向变化中发现变化的学生也参与了定量变分推理。为了培养学生对单向变化中变化的洞察力，任务设计者应该为学生提供机会，让他们将属性想象为能够变化且可以测量的。
In this design experiment study, we investigated the problem: What conditions might foster students’ discernment of a critical aspect—variation in unidirectional change (e.g., discerning a “decreasing” increase)? At a public middle school in a large US city, we led a sequence of three days of whole class lessons, followed by task-based, clinical interviews with 14 seventh grade students (~ 13 years old). Students interacted with researcher-developed dynamic computer environments, which linked filling polygon animations with dynamic graphs. We report results to demonstrate a range of students’ work along with detailed analyses of student interview episodes. We found connections between students’ predictions of graph type (linear, “mostly” linear, nonlinear), students’ conceptions of attributes represented by a graph, and students’ discernment of variation in unidirectional change. Students who discerned variation in unidirectional change also engaged in quantitative variational reasoning. To foster students’ discernment of variation in unidirectional change, task designers should provide opportunities for students to conceive of attributes as capable of varying and possible to measure.