When Robots Invade the Neighborhood: Learning to Teach Mathematics Leveraging Both Technology and Community Knowledge
When Robots Invade the Neighborhood: Learning to Teach Mathematics Leveraging Both Technology and Community Knowledge
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当机器人入侵社区时：学习利用技术和社区知识教授数学
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Frances k. Harper
中科院分区：
文献类型：
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作者：
Frances k. Harper
本研究探讨了未来的小学教师如何开发数学教学，使用来自家庭和社区环境的文化，语言和认知资源，以促进学习学校数学与机器人。利用课程规划工件和课程制定后的书面反思，作者描述了未来的教师如何通过将数学学习和机器人技术联系起来，利用社区基金的数学教学知识与机器人技术，以及设计跨学科的连接来实现更公平的数学教学。分析表明，机器人技术如何支持规划一系列基本数学概念-包括计数，乘法推理，距离和序列-并可能鼓励利用学生的位置感，使数学学习更容易为每个学生。这些研究结果表明，数学教师教育工作者和教师应该考虑在数学教学中使用课堂上通常看不到的创新工具，如机器人技术，因为他们致力于支持对推理和意义的关注，并与儿童的社区和文化知识基金建立联系。
This study explored how prospective elementary teachers developed mathematics teaching that used the cultural, linguistic, and cognitive resources from home and community settings to promote learning school mathematics with robotics. Drawing on lesson planning artifacts and written reflections following lesson enactments, the authors describe how prospective teachers made progress toward more equitable mathematics teaching by connecting mathematics learning and robotics, leveraging community funds of knowledge in mathematics instruction with robotics, and designing for transdisciplinary connections. Analyses showed how robotics can support planning for a range of elementary mathematics concepts – including counting, multiplicative reasoning, distance, and sequence – and may encourage leveraging students’ sense of place to make mathematics learning more accessible for every student. These findings suggest that mathematics teacher educators and teachers should consider using innovative tools not typically seen in classrooms, such as robotics, in mathematics instruction as they work to support a focus on reasoning and sense making and make connections to children’s community and cultural funds of knowledge.