Elaborating a model of learning to teach mathematical inquiry

阐述数学探究学习的模型

• 批准号: LP0776703
• 负责人: Prof Katie Makar
• 金额: $ 5.27万
• 依托单位: The University of Queensland
• 依托单位国家: 澳大利亚
• 项目类别: Linkage Projects
• 财政年份: 2007
• 资助国家: 澳大利亚
• 起止时间: 2007-11-28 至 2009-11-27
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/LP0776703
• 关键词: Elaborating; model; learning; teach; mathematical

Australia's pioneering workforce in scientific and technological innovation requires classrooms which promote creative and flexible thinking, curiosity and persistence, deep disciplinary knowledge, and facility with technology, particularly in mathematics. International comparisons indicate Australia's classrooms teach out-dated procedural knowledge in maths that neglects 21st century needs. Mathematical knowledge developed through inquiry of authentic problems can provide purpose and deeper understanding as well as to cultivate capacity to grapple with uncertainty and greater complexity. This project is a university-schools partnership committed to the same purpose: promote the teaching of mathematical inquiry.

澳大利亚在科学和技术创新方面的先驱劳动力需要促进创造性和灵活思维，好奇心和毅力，深厚的学科知识以及技术，特别是数学方面的设施的教室。国际比较表明，澳大利亚的课堂教授过时的数学程序知识，忽视了21世纪的需求。通过对真实问题的探究发展的数学知识可以提供目的和更深入的理解，并培养应对不确定性和更复杂性的能力。该项目是大学与学校的合作伙伴关系，致力于同一目的：促进数学探究的教学。