Reading to Learn Mathematics for Critical Thinking

本研究探讨了一种新的综合阅读和数学的教学意义和教育潜力，旨在培养批判性思维和对数学作为一门学科的更深层次的理解。基于目前在数学教育、阅读理解和批判性思维方面的研究，我们开发了一个“阅读学习数学”的框架，并利用合作研究模式在中学数学课堂中实施。教学单元介绍了理解数学文本的策略，而不是传统的教科书，从这个新的综合的核心。本研究分为三个阶段：(1)概念性工作，发展理论框架和教学意义；(2)在课堂上实施“阅读学数学”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。将分析来自课堂教学的音频和视频磁带、深度访谈和案例研究的数据，以了解学生和教师如何解释和使用“阅读学习数学”，以及学生从参与这些体验中获得什么。该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。本研究的跨学科性质及其对合作的强调将为重新定义学校数学目标的教学策略提供见解。

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.