Open and closed mathematics: Student experiences and understandings
Open and closed mathematics: Student experiences and understandings
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DOI：
10.2307/749717
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发表时间：
1998-01-01
影响因子：
2.8
通讯作者：
Boaler, J
中科院分区：
文献类型：
--
作者：
Boaler, J
本文报告了两所采用不同数学教学方法的学校为期3年的案例研究。一所学校使用传统的教科书方法；另一所学校一直使用开放式活动。使用各种形式的案例研究数据，包括观察、问卷调查、访谈和量化评估，我将展示这两种方法如何鼓励不同形式的知识。遵循传统方法的学生发展了一种程序性知识，在不熟悉的情况下对他们的用处有限。在开放的、以项目为基础的环境中学习数学的学生发展了一种概念性的理解，这使他们在一系列评估和情况下具有优势。这些项目的学生已经被“学徒”进入了一个思考和使用数学的系统，这对他们在学校和非学校的环境都有帮助。
This paper reports on 3-year case studies of 2 schools with alternative mathematical teaching approaches. One school used a traditional, textbook approach; the other used open-ended activities at all times. Using various forms of case study data, including observations, questionnaires, interviews, and quantitative assessments, I will show the ways in which the 2 approaches encouraged different forms of knowledge. Students who followed a traditional approach developed a procedural knowledge that was of limited use to them in unfamiliar situations. Students who learned mathematics in an open, project-based environment developed a conceptual understanding that provided them with advantages in a range of assessments and situations. The project students had been "apprenticed" into a system of thinking and using mathematics that helped them in both school and nonschool settings.