Mathematical story: a metaphor for mathematics curriculum
Mathematical story: a metaphor for mathematics curriculum
复制标题
数学故事：数学课程的隐喻
DOI：
--
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Leslie Dietiker
中科院分区：
文献类型：
--
作者：
Leslie Dietiker
本文提出了一个理论框架来解释数学课程中的内容，以提供教师和其他数学教育工作者全面的概念工具，使课程决策。更具体地说，它描述了一个比喻的数学课程的故事，并定义和说明数学故事要素的数学人物，行动，设置和情节。从文学理论中得出，这个框架支持数学课程作为艺术的解释，能够激发学生和教师的想象力和好奇心。在这样做的时候，有人认为，这个框架提供了教师和其他课程设计者的概念工具，可以用来提高数学课程提供给学生的逻辑和美学。
This paper proposes a theoretical framework for interpreting the content found in mathematics curriculum in order to offer teachers and other mathematics educators comprehensive conceptual tools with which to make curricular decisions. More specifically, it describes a metaphor of mathematics curriculum as story and defines and illustrates the mathematical story elements of mathematical characters, action, setting, and plot. Drawn from literary theory, this framework supports the interpretation of mathematics curriculum as art, able to stimulate the imagination and curiosity of students and teachers alike. In doing so, it is argued, this framework offers teachers and other curriculum designers a conceptual tool that can be used to improve the mathematics curriculum offered to students in terms of both logic and aesthetic.