Reading to Learn Mathematics for Critical Thinking

这项研究探索了阅读和数学的新综合的教学意义和教育潜力，旨在培养批判性思维和对数学这一学科的更深层次的理解。在当前数学教育、阅读理解和批判性思维研究的基础上，以合作研究模式为基础，在中学数学课堂上开发并实施了一个以阅读来学习数学的框架。教学单元，从这一新综合的核心介绍理解传统教科书以外的数学文本的策略。研究分为三个阶段：(1)发展理论框架和教学意义的概念性工作；(2)将在课堂上实施“以阅读来学习数学”单元的教师的专业发展；(3)与教师就这些单元的实施进行合作研究。从课堂教学的录像带、深度访谈和案例研究中获得的数据将被分析，以了解学生和教师如何解释和使用“阅读来学习数学”，以及学生从参与这些体验中获得了什么。这项研究还将考察教师的信念和实践如何受到参与合作研究的影响。这项研究的跨学科性质及其对合作的重视将为重新定义学校数学目标的教与学策略提供见解。

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.