The role of prediction in the teaching and learning of mathematics
The role of prediction in the teaching and learning of mathematics
复制标题
预测在数学教学中的作用
DOI：
10.1080/00207391003605239
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发表时间：
2010
影响因子：
0.9
通讯作者：
L. Kasmer
中科院分区：
文献类型：
--
作者：
K. Hyun Lim;G. Buendía;Ok;Francisco Cordero;L. Kasmer
数学课程标准中年级期望预测的普遍存在，表明了预测在数学教学中的重要作用。本文讨论了在数学课堂上使用预测的好处：（1）学生的预测可以揭示他们的概念，（2）预测在推理中起着重要的作用，（3）预测促进了数学学习。为了支持数学教育背景下的预测研究，我们提出了三个关于预测的观点：（1）预测作为一种心理行为，突出了预测的认知方面和概念基础，（2）预测作为一种数学活动，突出了数学课程中常见的预测任务的范围;（3）预测作为一种社会活动，认识论实践强调数学知识的课堂建构。每一种观点都支持这样一种说法，即有效地使用预测可以促进数学学习。考虑支持在数学课堂上使用预测。
The prevalence of prediction in grade-level expectations in mathematics curriculum standards signifies the importance of the role prediction plays in the teaching and learning of mathematics. In this article, we discuss benefits of using prediction in mathematics classrooms: (1) students’ prediction can reveal their conceptions, (2) prediction plays an important role in reasoning and (3) prediction fosters mathematical learning. To support research on prediction in the context of mathematics education, we present three perspectives on prediction: (1) prediction as a mental act highlights the cognitive aspect and the conceptual basis of one's prediction, (2) prediction as a mathematical activity highlights the spectrum of prediction tasks that are common in mathematics curricula and (3) prediction as a socio-epistemological practice highlights the construction of mathematical knowledge in classrooms. Each perspective supports the claim that prediction when used effectively can foster mathematical learning. Considerations for supporting the use of prediction in mathematics classrooms are offered.