Backward transfer, the relationship between new learning and prior ways of reasoning, and action versus process views of linear functions
Backward transfer, the relationship between new learning and prior ways of reasoning, and action versus process views of linear functions
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向后迁移、新学习与先前推理方式之间的关系以及线性函数的行动与过程视图
DOI：
10.1080/10986065.2022.2037043
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发表时间：
2022
影响因子：
1.6
通讯作者：
Gartland, Sara
中科院分区：
文献类型：
--
作者：
Hohensee, Charles;Willoughby, Laura;Gartland, Sara
后向迁移是指新学习对个体先前推理方式的影响。在这篇文章中，我们报告了一项探索性研究，探讨了二次函数教学在真实的课堂上对学生的推理线性函数的方式的影响。两个综合高中的两个代数班和他们的老师作为参与者。这两所学校都来自社会经济地位低下的城市人口。这项研究涉及对线性函数的纸笔评估，这些评估在四到五周的二次函数教学单元之前和之后进行。教师被指示使用他们的常规方法教授二次函数单元。定性分析发现三种后向迁移的影响，每一种影响都与学生如何推理功能的行动或过程的功能观的转变。此外，每个班级的教学特点为两个班级的后向迁移效应的相似性和差异性提供了合理的解释。这些结果提供了深入了解向后转移，先验知识和新的学习，推理线性函数方面，教学方法的教学功能之间的关系。
Backward transfer is defined as the influence that new learning has on individuals’ prior ways of reasoning. In this article, we report on an exploratory study that examined the influences that quadratic functions instruction in real classrooms had on students’ prior ways of reasoning about linear functions. Two algebra classes and their teachers at two comprehensive high schools served as the participants. Both schools drew from low-socioeconomic urban populations. The study involved paper-and-pencil assessments about linear functions that were administered before and after a four- to five-week instructional unit on quadratic functions. The teachers were instructed to teach the quadratic functions unit using their regular approach. Qualitative analysis revealed three kinds of backward transfer influences and each influence was related to a shift in how the students reasoned about functions in terms of an action or process view of functions. Additionally, features of the instruction in each class provided plausible explanations for the similarities and differences in backward transfer effects across the two classrooms. These results offer insights into backward transfer, the relationship between prior knowledge and new learning, aspects of reasoning about linear functions, and instructional approaches to teaching functions.
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