Defining in Classroom Activities
Defining in Classroom Activities
复制标题
课堂活动中的定义
DOI：
10.1023/a:1002985109323
复制
发表时间：
1997
影响因子：
3.2
通讯作者：
E. Fischbein
中科院分区：
文献类型：
--
作者：
Maria Alessandra Mariotti;E. Fischbein
本文在“比喻概念”理论的参照系中，讨论了几何语境中定义过程的几个方面。讨论将考虑两种不同但并不对立的观点。一方面，定义问题将在几何推理的一般背景下考虑；另一方面，定义问题将被视为一个教育问题，因此，将在学校活动的背景下进行分析。引导性讨论集中于从数学和教育的角度对定义进行讨论。本文的核心是对六年级教学实验中的一些例子进行分析。几何推理的图形和概念方面之间的互动来自集体讨论的动力：不同声音在讨论中的贡献允许冲突出现，并导致图形和概念部分之间的和谐。教师的介入在引导讨论和调解定义过程中起着基础性的作用。
This paper discusses some aspects concerning the defining process in geometrical context, in the reference frame of the theory of ‘figural concepts’. The discussion will consider two different, but not antithetical, points of view. On the one hand, the problem of definitions will be considered in the general context of geometrical reasoning; on the other hand, the problem of definition will be considered an educational problem and consequently, analysed in the context of school activities. An introductory discussion focuses on definitions from the point of view of both Mathematics and education. The core of the paper concerns the analysis of some examples taken from a teaching experiment at the 6th grade level. The interaction between figural and conceptual aspects of geometrical reasoning emerges from the dynamic of collective discussions: the contributions of different voices in the discussion allows conflicts to appear and draw toward a harmony between figural and conceptual components. A basic role is played by the intervention of the teacher in guiding the discussion and mediating the defining process.