The textbook-in-use: students’ utilization schemes of mathematics textbooks related to self-regulated practicing
The textbook-in-use: students’ utilization schemes of mathematics textbooks related to self-regulated practicing
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使用教材：学生与自主练习相关的数学教材的使用方案
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发表时间：
2013
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影响因子：
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通讯作者：
Sebastian Rezat
中科院分区：
文献类型：
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作者：
Sebastian Rezat
本文对学生如何利用数学教材进行实践活动进行了定性研究。这项研究是在两所德国中学进行的，共有74名学生(6年级44名，12年级30名)。运用工具发生学的理论框架，分析了学生利用教材进行实践的情况。结果表明，学生对教材内容的选择可以分为三种使用方案：位置依赖练习、语块依赖练习和突显依赖练习。在位置依存性练习方面，教材内容相对于教师主导部分的相对位置引导着学生的选择。依赖语块的练习与使用书中属于特定语块的内容有关。最后，显着性练习是一种以课本内容的知觉突显来指导学生选择的课本利用方案。这些发现既显示了教科书使用者如何受到教科书中数学呈现方式的影响，也为学生实践数学的概念提供了洞察力。
This paper presents a qualitative study on how students make use of their mathematics textbooks for practicing. The study was carried out in two German secondary schools with 74 students (44 in 6th and 30 in 12th grade). Students’ utilization of textbooks for practicing is analyzed using the theoretical framework of instrumental genesis. The results indicate that students’ choices of contents from the book for practicing can be categorized into three utilization schemes: position-dependent practicing, block-dependent practicing, and salience-dependent practicing. In terms of position-dependent practicing the relative position of the textbook’s contents to teacher-mediated sections guides the students’ choice. Block-dependent practicing relates to the use of contents from the book that belong to particular blocks. Finally, salience-dependent practicing is a utilization scheme of the book where students’ choice is guided by perceptual salience of the book contents. These findings both show how textbook users are influenced by the way mathematics is presented in textbooks and provide insights into students’ conceptions of practicing mathematics.