Time for telling stories: narrative thinking with dynamic geometry
Time for telling stories: narrative thinking with dynamic geometry
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讲故事的时间：用动态几何进行叙事思维
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Cassia Osorio Reis Sales
中科院分区：
文献类型：
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作者：
N. Sinclair;L. Healy;Cassia Osorio Reis Sales
布鲁纳在其关于人类认知的著作《教育的文化》（The culture of education，哈佛大学出版社，剑桥，1996）中区分了叙事性思维模式和聚合性思维模式。虽然后者是密切相关的数学，布鲁纳的著作表明，前者有助于非平凡的学习数学。在本文中，我们认为，动态数学表达的本质本质本质上是时间的，随着时间的推移发生提供了非常不同的机会，叙事思维比静态图表和图片传统上提供给学习者。从我们的研究中使用的例子，我们分析这些机会，无论是在他们的潜力，以提高理解和他们的关系，通常构成数学知识的范式思维。
In his work on human cognition, Bruner (The culture of education, Harvard University Press, Cambridge, 1996) distinguishes between narrative and paradigmatic modes of thinking. While the latter is closely associated with mathematics, Bruner’s writings suggest that the former contributes non-trivially to the learning of mathematics. In this paper, we argue that the very nature of dynamic mathematical representations—being intrinsically temporal, occurring over time—offer very different opportunities for narrative thinking than do the static diagrams and pictures traditionally available to learners. Using examples from our research, we analyse these opportunities both in terms of their potential for enhancing understanding and for their relation to the kind of paradigmatic thinking that usually constitutes mathematical knowledge.