Student Reasoning about Graphs in Different Contexts.
Student Reasoning about Graphs in Different Contexts.
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学生在不同背景下推理图表。
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Željka Milin
中科院分区：
文献类型：
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作者：
L. Ivanjek;A. Sušac;M. Planinic;A. Andrašević;Željka Milin
本研究调查了大学生在数学、物理(运动学)和物理以外的语境中的图形理解策略和困难。萨格勒布大学理学院的385名一年级学生参加了由我们开发的八组平行的(同构的)数学、物理和其他关于图形的上下文问题。学生们被要求为他们的答案提供解释和/或数学程序。通过对这些解释和步骤的分析，描述了学生的主要策略和难点。研究发现，学生的图形解释策略在很大程度上依赖于语境和领域。一小部分学生在所有三个领域(数学、物理和其他上下文)的大多数平行问题上都使用了相同的策略。一些学生表现出了知识迁移的迹象，他们使用物理学中发展起来的技术和策略来解决(或试图解决)其他背景问题。在物理学中，首选的策略是使用公式，这有时似乎阻碍了学生在其他领域展示的其他更有成效的策略的使用。学生的回答表明，这三个领域都存在坡高混淆和区间点混淆。学生通常比图表下的面积更好地解释图形坡度，尽管对许多人来说，坡度的概念似乎仍然相当模糊。在物理和数学教学中，对图下面积概念的解释都需要引起更多的关注。
This study investigates university students ’graph interpretation strategies and difficulties in mathematics, physics (kinematics), and contexts other than physics. Eight sets of parallel (isomorphic)mathematics, physics, and other context questions about graphs, which were developed by us, were administered to 385 first-year students at the Faculty of Science, University of Zagreb. Students were asked to provide explanations and/or mathematical procedures with their answers. Students’main strategies and difficulties identified through the analysis of those explanations and procedures are described. Student strategies of graph interpretation were found to be largely context dependent and domain specific. A small fraction of students have used the same strategy in all three domains (mathematics, physics, and other contexts) on most sets of parallel questions. Some students have shown indications of transfer of knowledge in the sense that they used techniques and strategies developed in physics for solving(or attempting to solve) other context problems. In physics, the preferred strategy was the use of formulas, which sometimes seemed to block the use of other, more productive strategies which students displayed in other domains. Students’answers indicated the presence of slope-height confusion and interval-point confusion in all three domains. Students generally better interpreted graph slope than the area under a graph, although the concept of slope still seemed to be quite vague for many. The interpretation of the concept of area under a graph needs more attention in both physics and mathematics teaching.