Using Intuition From Everyday Life in 'Filling' the gap in Children's Extension of Their Number Concept to Include the Negative Numbers
Using Intuition From Everyday Life in 'Filling' the gap in Children's Extension of Their Number Concept to Include the Negative Numbers
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利用日常生活中的直觉“填补”儿童扩展数字概念以包括负数的空白
DOI：
10.1023/a:1003726317920
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发表时间：
1999
影响因子：
3.2
通讯作者：
J. Williams
中科院分区：
文献类型：
--
作者：
L. Linchevski;J. Williams
我们在这里报告了一种教学方法，旨在解决儿童数学发展中的认知差距，其中运算概念会产生结构概念（例如减法过程会产生负数概念）。该方法涉及的过程和对象的概念，通过符号活动与模型，首先记录过程中的情况下，数学和随后调解活动的数学符号。我们描述了两个实验教学整数，一个有趣的情况下，以前的文献集中在代数方法和建模方法之间的二分法的指令。我们将建模概念化为将校外知识转化为学校数学，并讨论所涉及的机会和困难。
We report here an instructional method designed to address the cognitive gaps in children's mathematical development where operational conceptions give rise to structural conceptions (such as when the subtraction process leads to the negative number concept). The method involves the linking of process and object conceptions through semiotic activity with models which first record processes in situations outside mathematics and subsequently mediate activity with the signs of mathematics. We describe two experiments in teaching integers, an interesting case in which previous literature has focused on the dichotomy between the algebraic approach and the modelling approach to instruction. We conceptualise modelling as the transformation of outside-school knowledge into school mathematics, and discuss the opportunities and difficulties involved.