SGER: Exploratory Analysis of Mathematics Conceptual Learning (EAMCL)

SGER：数学概念学习的探索性分析（EAMCL）

• 批准号: 0450663
• 负责人: Martin Simon
• 金额: $ 14.98万
• 依托单位: Pennsylvania State Univ University Park
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-09-01 至 2006-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0450663&HistoricalAwards=false
• 关键词: SGER; Exploratory; Analysis; Mathematics; Conceptual

A significant challenge in mathematics education is the explication of the development of new mathematical conceptions on the part of students. The current reform is predicated on our capacity to provide students with rich and improved opportunities to learn mathematics based on a coherent knowledge of how mathematical concepts develop in students. The PI argues that the Mathematics education community is, in general, moving forward without an adequate understanding of how learners develop new concepts and that this shortcoming is severely limiting the success of efforts to design high quality curricular materials, carry out effective mathematics teaching and improve mathematics education. To goal of this SGER proposal is to bring some redress to this situation.

数学教育面临的一个重大挑战是如何向学生解释新数学概念的发展。目前的改革是基于我们的能力，为学生提供丰富的和更好的机会来学习数学基于连贯的知识，数学概念是如何在学生发展。PI认为，总体而言，数学教育界在没有充分理解学习者如何发展新概念的情况下向前发展，这一缺点严重限制了设计高质量课程材料、开展有效数学教学和改进数学教育的努力的成功。这个SGER提案的目标是为这种情况带来一些补救措施。