The Constructivist Researcher as Teacher and Model Builder
The Constructivist Researcher as Teacher and Model Builder
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作为教师和模型构建者的建构主义研究者
DOI：
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发表时间：
1983
期刊：
影响因子：
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通讯作者：
L. Steffe
中科院分区：
文献类型：
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作者：
P. Cobb;L. Steffe
运用建构主义教学实验对儿童的数学行为进行解释。从本质上讲，教学实验由一系列教学片段和个别访谈组成，涵盖了一段较长的时间--从6周到2年不等。我们制定的解释由模型组成--理论构思的星座--代表我们对儿童数学现实的理解。然而，这些模型必须与孩子们头脑中可能发生的事情区分开来。它们是在与儿童密切互动的背景下制定的。我们对研究者作为教师的重视源于我们的观点，即儿童的数学知识结构在很大程度上受到他们通过与老师互动获得的经验的影响。尽管一些研究人员可能不会教书，但所有人都必须充当模型建造者，以确保模型反映出老师对孩子的理解。
The constructivist teaching experiment is used in formulating explanations of children’s mathematical behavior. Essentially, a teaching experiment consists of a series of teaching episodes and individual interviews that covers an extended period of time—anywhere from 6 weeks to 2 years. The explanations we formulate consist of models—constellations of theoretical constructs—that represent our understanding of children’s mathematical realities. However, the models must be distinguished from what might go on in children’s heads. They are formulated in the context of intensive interactions with children. Our emphasis on the researcher as teacher stems from our view that children’s construction of mathematical knowledge is greatly influenced by the experience they gain through interaction with their teacher. Although some of the researchers might not teach, all must act as model builders to ensure that the models reflect the teacher’s understanding of the children.