Cultural, Discursive Psychology: A Sociocultural Approach to Studying the Teaching and Learning of Mathematics
Cultural, Discursive Psychology: A Sociocultural Approach to Studying the Teaching and Learning of Mathematics
复制标题
文化、话语心理学：研究数学教学的社会文化方法
DOI：
10.1007/0-306-48085-9_3
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发表时间：
2001
影响因子：
3.2
通讯作者：
Stephen Lerman
中科院分区：
文献类型：
--
作者：
Stephen Lerman
从社会文化的角度来看，数学教学研究的对象可以被看作是一个透镜变焦的特定时刻。研究人员重点关注复杂过程的特定部分，同时考虑通过拉回或放大获得的其他视图。研究性教学和学习数学必须以同样的方式来看待。因此，在缩小研究人员解决的做法和意义，其中学生成为学校的数学演员，而放大，使调解和个人轨迹在课堂上的研究。在每一个研究对象的选择范围内的其他设置必须纳入分析。这种分析旨在涵盖教学过程的复杂性。本文将提出一种文化，话语心理学的数学教育，以语言和话语实践为中心的意义先于我们，我们是在语言和相关的做法，在多个设置中，我们成长和参与。
From a sociocultural perspective an object of research on mathematics teaching and learning can be seen as a particular moment in the zoom of a lens. Researchers focus on a specific part of a complex process whilst taking account of the other views that would be obtained by pulling back or zooming in. Researching teaching and learning mathematics must be seen in the same way. Thus in zooming out researchers address the practices and meanings within which students become school-mathematical actors, whilst zooming in enables a study of mediation and of individual trajectories within the classroom. In each choice of object of research the range of other settings have to be incorporated into the analysis. Such analyses aim to embrace the complexity of the teaching-learning process. This article will present a cultural, discursive psychology for mathematics education that takes language and discursive practices as central in that meanings precede us and we are constituted within language and the associated practices, in the multiple settings within which we grow up and participate.