Secondary and university mathematics: do they speak the same language?

中学和大学数学：他们说同一种语言吗？

• 批准号: DP150103315
• 负责人: Dr Caroline Bardini
• 金额: $ 6.84万
• 依托单位: The University of Melbourne
• 依托单位国家: 澳大利亚
• 项目类别: Discovery Projects
• 财政年份: 2015
• 资助国家: 澳大利亚
• 起止时间: 2015-01-01 至 2018-05-10
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/DP150103315
• 关键词: Secondary; university; mathematics; do; they

This project seeks innovative reasons for low progression rates of students in mathematical sciences subjects in Australia. It will examine students' symbol use at university and explore how it differs from the use at school. It will also examine links between students' response to increased symbolic load and their confidence to continue studying subjects with high mathematical content at university. Theoretical outcomes are expected to include new applications of epistemology and didactics theories and identification of key components of symbol load (for example, symbolic density, symbol familiarity) to describe how mathematical practices change with educational level. Practical outcomes are expected to include advice for educators with examples across the mathematical sciences.

该项目旨在寻找澳大利亚数学科学学科学生升学率低的创新原因。它将研究学生在大学里的符号使用，并探讨它与学校里的符号使用有何不同。它还将研究学生对增加符号负荷的反应与他们在大学继续学习高数学内容科目的信心之间的联系。理论成果预计将包括新的应用认识论和教学理论和符号负荷的关键组成部分（例如，符号密度，符号熟悉度）的识别，以描述数学实践如何随着教育水平的变化。实际成果预计将包括为教育工作者提供建议，并提供数学科学方面的实例。