“Concrete” Computer Manipulatives in Mathematics Education
“Concrete” Computer Manipulatives in Mathematics Education
复制标题
数学教育中的“具体”计算机操作
DOI：
10.1111/j.1750-8606.2009.00095.x
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发表时间：
2009
影响因子：
6.4
通讯作者：
D. Clements
中科院分区：
文献类型：
--
作者：
J. Sarama;D. Clements
摘要：在数学教育中使用“具体操作”得到了研究的支持，并经常被接受为“改革”方法的必要条件。本文回顾了有关操作词使用的研究，并对有关具体操作词的常见观点进行了批评。它提出了一个具体的定义，在教育心理学和教育研究中使用的重新制定，并提供了一个基本原理，如何在此基础上，重新制定，计算机操作可能是有效的教学。本文提出了7个假设，相互关联的启示的操纵，并简要回顾其实证有效性的证据。
Abstract— The use of “concrete manipulatives” in mathematics education is supported by research and often accepted as a sine qua non of “reform” approaches. This article reviews the research on the use of manipulatives and critiques common notions regarding concrete manipulatives. It presents a reformulation of the definition of concrete as used in educational psychology and educational research and provides a rationale of how, based on that reformulation, computer manipulatives may be pedagogically efficacious. The article presents 7 hypothesized, interrelated affordances of manipulatives and briefly reviews evidence for their empirical validity.