Reflective Processes in a Mathematics Classroom With a Rich Learning Environment
Reflective Processes in a Mathematics Classroom With a Rich Learning Environment
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具有丰富学习环境的数学课堂中的反思过程
DOI：
10.1207/s1532690xci1701_3
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发表时间：
1999
影响因子：
3.3
通讯作者：
B. Schwarz
中科院分区：
文献类型：
--
作者：
R. Hershkowitz;B. Schwarz
这篇文章考察了在一个以多表征工具和一系列问题情境为特征的丰富的数学学习环境中的反思。这项研究的重点是在为期一年的课程结束时，在1个问题情境中开发活动和对象或人工制品。在准备阶段，学生们首先进行个人练习。然后，他们以小组的形式合作解决问题，并随后撰写小组报告。最后，他们参与了一场由老师主导的讨论，所有学生都口头报告了他们经历的过程，批评了他们，并反思了他们的学习风格。活动理论被用来框定课堂中多重互动中的反思研究，并应对不断变化的语境，以赋予个人行为(活动)、什么是构建的(对象或结果)以及什么中介这种构建(人工制品)的意义。在最初的问题解决阶段，一小群学生参与一种反思性话语(Cobb，Boufi，McClain，&Whitenack，1997)，在这种话语中，他们谈论数学对象，如假设和它们之间的冲突，在这种话语中，个人的行为嵌入到群体的社会互动中。问题解决阶段的书面报告揭示了一个净化的过程，通过这个过程，学生保留了他们的AC链的深层结构。
This article examines reflection in a rich mathematics learning environment characterized by multirepresentational tools and a sequence of problem situations. The study focuses on the development of activities and objects or artifacts during 1 problem situation at the end of a year-long course. Students worked first individually during a preparatory phase. Then, they collaborated to solve a problem in small groups and subsequently wrote group reports. Finally, they engaged in a teacher-led discussion in which all students verbally reported on the processes they underwent, criticized them, and reflected on their learning styles. Activity theory was used to frame the study of reflection within the multiple interactions in the classroom and to cope with the changing context for bestowing meaning to individual actions (the activity), what is constructed (objects or outcomes), and what mediates this construction (artifacts). In an initial problem-solving phase, small groups of students engaged in a reflective discourse (Cobb, Boufi, McClain, & Whitenack, 1997) in which they talked about mathematical objects, such as hypotheses and conflicts among them, and in which actions of individuals were embedded in the social interactions of the group. Producing written reports of the problem-solving phase revealed a process of purification through which students preserved the deep structure of the chain of their ac-