Mathematizing, Modeling, and Communicating in Reform Classrooms

9353587 Cobb这个为期三年的项目汇集了有关学生学习、教师活动、课堂互动和教学活动性质的问题。主要关注的是学生的非正式数学问题解决模式在支持他们过渡到更正式但对个人有意义的数学活动方面所起的作用。作为调查的一部分，特别关注小组活动和学生发展数学信念和价值观。本研究包括与一、二、三年级教师合作进行的一系列课堂教学实验。这些实验中使用的四个教学序列每个持续六周，涉及对小学数学至关重要的算术主题。对课堂录像和儿童书面作业的分析协调了认知和社会角度，以阐明模型在个人学习和课堂交流中可以发挥的作用。这些发现对设计符合当前改革建议的数学学习环境具有直接影响。此外，将在研究过程中修改的四个教学序列旨在通过沟通、推理和解决问题来为所有创新型教师提供所谓的基础知识。***

9353587 Cobb The three-year project brings together issues concerning students' learning, teachers' activity, classroom interactions, and the nature of instructional activities. The primary focus is on the role that students' models of their informal mathematical problem solving play in supporting their transition to more formal yet personally-meaningful mathematical activity. As part of the investigation, particular attention is given to both small group work and to students' developing mathematical beliefs and values. The research involves a series of classroom teaching experiments conducted in collaboration with first, second, and third-grade teachers. The four instructional sequences used in these experiments each last six weeks and address arithmetical topics that are central to elementary school mathematics. The analysis of classroom video-recordings and children's written work coordinates cognitive and social perspectives to clarify the role that models can play both in individual learning and in classroom communication. The findings have immediate implications for the design of mathematical learning environments that are consistent with current reform recommendations. Further, the four instructional sequences that will be revised in the course of the research are designed to all innovative teachers the so-called basics via communications, reasoning, and problem solving. ***