Introducing Dynamic Number as a Transformative Technology for Number and Early Algebra

引入动态数是KCP科技公司的一项研究和开发项目，旨在扩展和操作数字、运算和早期代数的研究。该项目建立在动态几何范式（对几何形状和结构的交互式和连续操作）的基础上，采用了一种新的技术范式，即动态数字，以直接操作数字表示和数字结构为中心。以The Geometer’s Sketchpad为起点，KCP Technologies正在开发新的软件工具，以加深学生对2-8年级数学中的整数、分数、小数、实数和早期代数的概念。这些工具还包括40项支持性课堂活动，以及为教师提供的为期六周的在线专业发展课程。软件和学习材料都是从“自底向上/自顶向下”分析内容领域的角度来设计的。佐治亚大学根据分包合同担任该项目的评估者。通过结合教学实验录像和来自八所实地测试学校的课堂观察，他们正在研究动态数字技术如何影响学生对离散数值量、连续数值量和早期代数原理（如变量概念）的概念。他们还在研究该软件是否允许学生设计和构建他们自己发明的动态数学模型。

Introducing Dynamic Number is a research and development project undertaken by KCP Technologies to extend and operationalize research in number, operation, and early algebra. The project builds on the paradigm of Dynamic Geometry (the interactive and continuous manipulation of geometric shapes and constructions) with a new technological paradigm, Dynamic Number, centered on the direct manipulation of number representations and numerical constructions. Using The Geometer's Sketchpad as a starting point, KCP Technologies is developing new software tools to deepen students' conceptions of integers, fractions, decimals, real numbers, and early algebra in grades 2-8 mathematics. These tools are accompanied by 40 supporting classroom activities, as well as a six-week online professional development course for teachers. Both the software and learning materials are being designed from the perspective of a "bottom up/top down" analysis of the content domains. The University of Georgia, working under a subcontract, serves as the project's evaluator. Using a combination of videotaped teaching experiments and classroom observations from eight field-test schools, they are examining how Dynamic Number technology effects students' conceptions of discrete numerical quantities, continuous numerical quantities, and early algebraic principles, such as the concept of variable. They are also examining whether the software allows students to design and construct dynamic mathematical models of their own invention.