A math teacher’s participation in a classroom design research: teaching of ratio and proportion
A math teacher’s participation in a classroom design research: teaching of ratio and proportion
复制标题
数学教师参与课堂设计研究：比率与比例的教学
DOI：
--
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
M. Stephan
中科院分区：
文献类型：
--
作者：
Rukiye Ayan;Mine Işıksal;M. Stephan
本研究的目的是探讨一位数学教师如何对课堂设计研究做出贡献，以及这种贡献如何促进学生的学习和建立学生的连接复合单元和迭代连接复合的数学实践，这是比例推理的基础。在本研究中，本研究以数学现实主义教育理论为基础，设计并实施了一个数学课堂学习轨迹和相关的教学序列。结果表明，教师在每个阶段的设计研究中都做出了贡献，她的贡献促进了学生关于连接复合单元和迭代复合单元的数学实践。
The purpose of this study is to explore how a mathematics teacher contributed to a classroom design research and how this contribution promoted student learning and the establishment of students’ mathematical practices of linking composite units and iterating linked composites, which is the basis for proportional reasoning. In this classroom design research study, a classroom learning trajectory and related instructional sequence were formulated based on the theory of Realistic Mathematics Education and implemented by the teacher. Findings showed that the teacher contributed to the design research in each phase, and her contributions promoted students’ mathematical practices regarding linking composite units and iterating composite units.