Construction of mathematical knowledge through whole-class discussion
Construction of mathematical knowledge through whole-class discussion
复制标题
通过全班讨论构建数学知识
DOI：
10.1016/s0959-4752(98)00032-2
复制
发表时间：
1998
影响因子：
6.2
通讯作者：
E. Morita
中科院分区：
文献类型：
--
作者：
K. Inagaki;G. Hatano;E. Morita
一个文字问题，需要添加分数与不同的乘数被提交给11类的四年级或五年级学生，100岁。它有三个答案选择：分别添加分子和分子，在添加它们之前将分数转换为小数，以及标准的最合适的解决方案。每个班级的学生都被要求自己选择一个选项，陈述他们选择的理由，并讨论哪个选项是正确的。在全班讨论之后，他们被要求再次选择一个替代方案，并提名提出最合理想法的学生。然后，六个班的学生被告知哪一种选择是最合适的，而五个班的学生则没有。最后，学生，无论有/无反馈，被要求解决最初的问题，没有替代品作为后测，和两个新的问题作为迁移测试。结果表明：（1）学生能或多或少地提出支持或反对每一种选择的合理论据，而且在大多数课堂上都包括正确的解释;（B）有声和无声的学生都能为测试后的问题写出一个数学表达式，并正确地处理它，在讨论中结合其他学生的想法，有或没有老师的反馈，虽然他们的概括是相当有限的;和（c）学生可以识别和记住其他学生在讨论中提供的合理解释。
A word problem that requires addition of fractions with different denominators was presented to 11 classes of 4th- or 5th-graders, 10years of age. It had three answer alternatives: adding the denominators and numerators separately, transforming fractions into decimals before adding them, and the standard, most appropriate solution. Students in each class were required to choose an alternative themselves, state their reason for the choice, and discuss which alternative would be right. After whole-class discussion, they were asked to choose an alternative again and nominate the student who had offered the most plausible idea. Then students in six classes were informed which alternative was the most appropriate, whereas those in five classes were not. Finally, the students, irrespective of the presence/absence of feedback, were required to solve the initial problem without the alternatives as the post-test, and two new problems as the transfer test. The results showed that (a) the students could offer more or less plausible arguments for or against each alternative, which in most classes included the correct explanation; (b) both vocal and silent students could write a mathematical expression for the post-test problem and manipulated it correctly, incorporating other students' ideas presented during the discussion, with or without the teacher's feedback, though their generalization was rather limited; and (c) the students could recognize and memorize reasonable explanations offered by other students in the discussion.