Evolution and Use of Symbols in Undergraduate Mathematics: Theory and Practice

本科数学中符号的演变和使用：理论与实践

• 批准号: 0440100
• 负责人: Stephen Hegedus
• 金额: $ 6.54万
• 依托单位: University of Massachusetts, Dartmouth
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-07-01 至 2007-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0440100&HistoricalAwards=false
• 关键词: Evolution; Use; Symbols; Undergraduate; Mathematics

We PI proposes a symposium over the course of one year, to be held at the University of Massachusetts Dartmouth, that brings together a select group of seminal thinkers in symbolic cognition in undergraduate and high school mathematics, for the purpose of establishing a research agenda in this new line of inquiry in Algebra. Symbolic cognition in mathematics is concerned with the evolution and use of mathematical symbols, especially their practical side - the specific cognitive and communicative roles that symbols play in helping people to do mathematics and learners to learn undergraduate mathematics. The major impact of these meetings will affect university teachers of introductory mathematics, high school mathematics teachers and researchers in mathematics education.

我们PI提议在为期一年的研讨会上，在马萨诸塞大学达特茅斯分校举行，汇集了一群在本科和高中数学符号认知方面具有开创性的思想家，目的是在代数的这条新探究线中建立一个研究议程。数学中的符号认知涉及数学符号的演变和使用，特别是它们的实用方面——符号在帮助人们做数学和帮助学习者学习本科数学方面所起的特定认知和交际作用。这些会议的主要影响将是大学数学导论教师、高中数学教师和数学教育研究者。