Adding Cognition to the Formula for Culturally Relevant Instruction in Mathematics.
Adding Cognition to the Formula for Culturally Relevant Instruction in Mathematics.
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将认知添加到数学文化相关教学的公式中。
DOI：
10.1525/aeq.1998.29.2.214
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发表时间：
1998
影响因子：
1.3
通讯作者：
M. Brenner
中科院分区：
文献类型：
--
作者：
M. Brenner
虽然公平是数学改革运动的目标之一，但很少有研究开发满足特定文化群体需求的方案。通过研究数学知识在日常生活中是如何发展的，可以改变数学教学，提高数学成绩。在夏威夷原住民儿童的一系列研究项目中，民族志信息和数学思维的认知研究指导了一项与文化相关的数学教学计划。本研究采用的方法与最近发展与文化相关的数学教学的其他努力进行了比较。
Although equity is one of the goals of the mathematics reform movement, there has been little research done to develop programs that meet the needs of specific cultural groups. By studying how mathematical knowledge is developed in the course of everyday life, it is possible to change mathematics instruction to enhance mathematical achievement. In a series of research projects with Native Hawaiian children, ethnographic information and cognitive studies of mathematical thinking guided a program to develop culturally relevant mathematics teaching. The approach taken in this study is compared to other recent efforts to develop culturally relevant instruction in mathematics.