Counteracting Destructive Student Misconceptions of Mathematics
Counteracting Destructive Student Misconceptions of Mathematics
复制标题
消除学生对数学的破坏性误解
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Mogens Niss
中科院分区：
文献类型：
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作者：
Uffe Thomas Jankvist;Mogens Niss
在这篇文章中，我们问的问题是，有针对性的努力是合理成功地改变学生的误解和非生产性的信念，并随之而来的神话数学作为一门学科和学校的科目，并对自己的关系，数学，从而铺平道路，令人满意的学习。我们试图回答这个问题，通过三个案例的高中学生，谁都挣扎与数学相关的困难，由于神话产生误导的信念，错误的证明方案，或错误的解释的教学合同，我们在研究中采用的三个理论结构的分析。我们描述了如何受过专门教育的教师，所谓的“数学辅导员”，参加专业发展计划进行的作者，能够，首先，识别这些学生，然后更准确地诊断他们的困难的性质，最后，设计有针对性的干预措施，以帮助学生真正克服（部分）他们的困难，并最终消除了他们所受影响的一些神话。我们进一步分析了这些干预措施取得成功的因素。更准确地说，我们确定了五个这样的要素。最后，我们放大上述三个理论结构的作用和复杂的联系。
In this article, we ask the question of what it takes for targeted efforts to be reasonably successful in altering students’ misconceptions and unproductive beliefs and ensuing myths about mathematics as a discipline and a school subject and about themselves in relation to mathematics, so as to pave the way for satisfactory learning. We attempt to answer this question through the analysis of three cases of upper secondary school students, who all struggled with mathematics-related difficulties due to myths resulting from misguided beliefs, erroneous proof schemes, or mistaken interpretations of the didactical contract, the three theoretical constructs we employ in the study. We describe how specially educated teachers, so-called “mathematics counsellors”, taking part in a professional development program conducted by the authors, were able, firstly, to identity these students, then to diagnose more precisely the nature of their difficulties, and finally to design targeted interventions in order to assist the students in actually overcoming (parts of) their difficulties and eventually dispelling some of the myths they were influenced by. We further offer an analysis of the elements responsible for the success of these interventions. More precisely, we identify five such elements. Finally, we zoom in on the role and intricate connectedness of the three theoretical constructs mentioned above.