Authenticity in Extra-curricular Mathematics Activities: Researching Authenticity as a Social Construct
Authenticity in Extra-curricular Mathematics Activities: Researching Authenticity as a Social Construct
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课外数学活动的真实性：研究真实性作为一种社会建构
DOI：
10.1007/978-3-319-18272-8_8
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
P. Vos
中科院分区：
文献类型：
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作者：
P. Vos
在这一章中，我研究了数学教育中的真实方面，特别是关于数学建模。我将“真实性”定义为一种社会建构，建立在法国社会学家埃米尔·涂尔干的基础上。要使一个方面是真实的，它需要有：（1）一个校外的起源和（2）原创性的证明。这项研究验证了这一定义，问：什么真实的方面可以确定数学教育？数据收集自短途旅行铁路时刻表动力学。在游览中学生接触到大学数学家代表国家铁路公司进行的研究。真实的方面是数学或非数学。认证通常是专家的证词。
In this chapter I study authentic aspects in mathematics education, in particular with respect to mathematical modelling. I define ‘authenticity’as a social construct, building on the French sociologist Emile Durkheim. For an aspect to be authentic, it needs to have:(1) an out-of-school origin and (2) a certification of originality. The study validates this definition, asking: what authentic aspects can be identified within mathematics education? Data were collected from the excursion Railway Timetable Dynamics. During the excursion secondary school students were exposed to research carried out by university mathematicians on behalf of the National Railway Company. The authentic aspects were mathematical or non-mathematical. Often the certification was a testimony by an expert.