Promoting Conceptual Thinking in Four Upper-Elementary Mathematics Classrooms
Promoting Conceptual Thinking in Four Upper-Elementary Mathematics Classrooms
复制标题
在四个小学高年级数学教室中促进概念思维
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
D. Stipek
中科院分区：
文献类型：
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作者：
E. Kazemi;D. Stipek
本研究以探究式数学的理论与研究为基础，探讨了课堂教学如何促进概念学习。使用录像带的教训，除了分数在4个主要是低收入的教室从3所学校，我们分析了对话，创造一个高或低的压力概念思维。我们使用这些四年级和五年级的经验教训的互动的例子提出，一个高压力的概念思维的特点是由以下sociomathematical规范：（a）一个解释包括一个数学的论点，而不仅仅是一个程序的描述;（B）数学思维涉及理解多种策略之间的关系;（c）错误提供了重新构想问题、探索解决方案中的矛盾和寻求替代战略的机会;（d）协作工作涉及个人问责制和通过数学论证达成共识。
Informed by theory and research in inquiry-based mathematics, this study examined how classroom practices create a press for conceptual learning. Using videotapes of a lesson on the addition of fractions in 4 primarily low-income classrooms from 3 schools, we analyzed conversations that create a high or lower press for conceptual thinking. We use examples of interactions from these fourth-and fifth-grade lessons to propose that a high press for conceptual thinking is characterized by the following sociomathematical norms: (a) an explanation consists of a mathematical argument, not simply a procedural description; (b) mathematical thinking involves understanding relations among multiple strategies; (c) errors provide opportunities to reconceptualize a problem, explore contradictions in solutions, and pursue alternative strategies; and (d) collaborative work involves individual accountability and reaching consensus through mathematical argumentation.