Integers as Directed Quantities
Integers as Directed Quantities
复制标题
整数作为有向量
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
N. Wessman
中科院分区：
文献类型：
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作者：
N. Wessman
数学教育研究者长期以来一直在寻求一种理想的整数运算教学模式，许多人至今仍在寻求这种模式。在本章中，我认为这种追求可能是徒劳的。此外，我强调，相对论的思想被忽视了，我认为，目前使用的翻译在当前的整数教学模式不符合学习者的发明。然而，相对性和平移的概念对于理解整数作为有向量是必不可少的。我主张在发展教学模式时，应利用学习者对有向数的独特概念和行为。从我的研究提供学生工作的证据，我说明了强大的相对论和翻译的建设，学生从事定向量。
Mathematics education researchers have long pursued—and many still pursue—an ideal instructional model for operations on integers. In this chapter, I argue that such a pursuit may be futile. Additionally, I highlight that ideas of relativity have been overlooked; and, I contend that current uses of translation within current integer instructional models do not align with learners’ inventions. Yet, conceptions of relativity and translation are essential for making sense of integers as directed quantities. I advocate for drawing on learners’ unique conceptions and actions about directed number in developing instructional models. Providing evidence of student work from my research, I illustrate the powerful constructions of relativity and translation as students engage with directed quantities.
利用结构：整数算术背景下的逻辑必然性
影响因子：
1.6
作者：
Bishop, Jessica Pierson;Lamb, Lisa L.;Philipp, Randolph A.;Whitacre, Ian;Schappelle, Bonnie P.
通讯作者：
Schappelle, Bonnie P.
使用顺序来推理负数：Violet 的案例
影响因子：
3.2
作者：
Bishop, Jessica Pierson;Lamb, Lisa L.;Philipp, Randolph A.;Whitacre, Ian;Schappelle, Bonnie P.
通讯作者：
Schappelle, Bonnie P.