Supporting primary school students’ reasoning about motion graphs through physical experiences
Supporting primary school students’ reasoning about motion graphs through physical experiences
复制标题
支持小学生通过身体体验对运动图进行推理
DOI：
--
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
M. Doorman
中科院分区：
文献类型：
--
作者：
Carolien Duijzer;Marja van den Heuvel;M. Veldhuis;M. Doorman
关于表示动态数据的图形表示的推理（例如，距离随时间变化），包括解释、创建、改变、组合和比较图形，可以被认为是创造性、批判性思维和解决问题的一般世纪技能的特定领域操作。本文探讨了如何在六课教学序列中支持这些21世纪世纪的解释和创造图形的技能。在这个教学序列中，我们专注于一个具体的学习环境的潜力，以促进小学生的推理运动图的发展有小学生（9-11岁）的“走”在运动传感器前的图形，以产生距离-时间图。我们问：如何学生的推理有关图形运动的发展超过六节课的教学序列内体现学习环境？基于收集到的数据，我们采用重复测量设计，考察了学生在图形解释和图形构建任务中推理水平的变化。此外，我们提出了两个教学插曲，展示了如何在课程中的感知运动的经验，帮助学生的推理图形表示的运动的实例。结果表明，学生从图标的理解走向理解，他们的理由是基于一个或两个变量时，解释和构建图形表示的运动事件。在这些更高层次的推理中，这些学生表现出了对建模运动的理解，符合21世纪世纪的生成、精炼和评估图形的技能。
Reasoning about graphical representations representing dynamic data (e.g., distance changing over time), including interpreting, creating, changing, combining, and comparing graphs, can be considered a domain-specific operationalization of the general twenty-first century skills of creative, critical thinking and solving problems. This paper addresses the issue of how these 21st century skills of interpreting and creating graphs can be supported in a six-lesson teaching sequence about graphing motion. In this teaching sequence, we focused on the potential of an embodied learning environment to facilitate the development of primary school students’ reasoning about motion graphs by having primary school students (9–11 years) ‘walk’ graphs in front of a motion sensor to generate distance-time graphs. We asked: How does students’ reasoning about graphing motion develop over a six-lesson teaching sequence within an embodied learning environment? Based on the collected data, we examined changes in students’ level of reasoning on graph interpretation and graph construction tasks using a repeated measurement design. Additionally, we present two teaching episodes showing instances of how perceptual-motor experiences during the lessons aided students’ reasoning about graphical representations of motion. Results show that students went from iconic understanding towards understanding in which they reasoned based on one or two variables when interpreting and constructing graphical representations of motion events. At these higher levels of reasoning these students showed understanding of modelling motion in line with the intended 21st century skills of generating, refining, and evaluating graphs.
真实探究背景下的定性绘图：构建和批评如何帮助中学生推理癌症
影响因子：
4.6
作者：
Matuk, Camillia;Zhang, Jiayuan;Uk, Irina;Linn, Marcia C.
通讯作者：
Linn, Marcia C.
DOI：
10.1186/s41235-018-0092-9
发表时间：
2018
期刊：
Cognitive research: principles and implications
影响因子：
--
作者：
Skulmowski A;Rey GD
通讯作者：
Rey GD
利用差异来促进学生将图形作为表示数量之间关系的概念
DOI：
--
发表时间：
2019
期刊：
Proceedings of the 11th Congress of the European Society for Research in Mathematics Education (CERME 11
影响因子：
--
作者：
Johnson, H. L.
通讯作者：
Johnson, H. L.