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Reading to Learn Mathematics for Critical Thinking

通过阅读学习数学以培养批判性思维

基本信息

批准号：
8850548
负责人：
Raffaella Borasi
金额：
$ 20万
依托单位：
University of Rochester
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
1989
资助国家：
美国
起止时间：
1989-01-01 至 1992-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=8850548&HistoricalAwards=false
关键词：
Reading Learn Mathematics Critical Thinking

项目摘要

This study explores the instructional implications and educational potential of a new synthesis of reading and mathematics aimed at fostering critical thinking and a deeper understanding of mathematics as a discipline. Building on current research in mathematics education, reading comprehension, and critical thinking, a framework for using "reading to learn mathematics" is developed and implemented in secondary school mathematics classrooms using a collaborative research model. Instructional units which introduce strategies for comprehending mathematical texts other than traditional textbooks from the core of this new synthesis. The study has three phases: (1)conceptual work developing the theoretical framework and instructional implications; (2) professional development for teachers who will implement "reading to learn mathematics" units in their classrooms; (3) collaborative research with teachers on the implementation of these units. Data from audio and video tapes of classroom instruction, in-depth interviews, and case studies will be analyzed to understand how students and teachers interpret and use "reading to learn mathematics" and what students gain from their participation in these experiences. The study will also examine how teachers' beliefs and practices are influenced by participation in collaborative research. The interdisciplinary nature of this research and its emphasis on collaboration will provide insights into teaching-learning strategies which reconceptualize the goals of school mathematics.

本研究探讨了教学意义和教育潜在的一个新的综合阅读和数学的目的是培养批判性思维和更深入地理解数学，一门学科。在当前数学教育研究的基础上，阅读理解和批判性思维，使用框架制定并在中学实施“通过阅读学习数学”方案学校数学课堂采用合作研究模式。介绍理解策略的教学单元数学教科书以外的传统教科书的核心，这个新的合成。本研究分为三个阶段：（1）概念性工作，理论框架和教学启示;（2）专业实施“阅读学习”的教师发展数学”单位在他们的教室;（3）合作研究，教师对这些单位的执行情况。来自音频和课堂教学录像带，深入访谈和案例研究将进行分析，以了解学生和教师如何解读和运用“阅读学数学”及学生收获从他们参与这些经历中。该研究还将研究教师的信念和实践如何受到参与合作研究。这项研究的跨学科性质及其对合作将提供对教学策略的见解重新定义了学校数学的目标