Learning Mathematics of the City in the City

在the City中学习城市数学是一个探索性项目，它正在开发教学模块，让高中生学习数学并使用他们所学的数学。利用地理空间技术，学生们探索他们的城市，目的是收集他们带回正式课堂的数据，并将其作为数学课程的一部分。这种基于地点的定位帮助学生将日常和学校的数学思维联系起来。研究人员正在调查基于地点的学习对城市学校学生对数学的态度、信念和自我概念的影响。具体来说，研究人员想要了解基于地点的学习如何帮助学生应用数学来解决有关当地环境的问题。研究人员还了解了利用地理空间技术加强的精心策划的课程来教授数学的机会。通过学生访谈、课堂观察、学生问卷调查和学生作业收集数据。正如作者所解释的那样，“在数学的教学和学习中，使用熟悉的或引人入胜的环境被广泛认为是富有成效的。”通过在低收入家庭人口众多的城市社区开展工作，这个探索性项目说明了可以做些什么来吸引学生参与数学和数学思维。该项目的产品包括学生材料、软件改编、课程计划和他们的研究成果。这些产品能够进一步试验基于地点的数学学习，并引领将学校内外的数学活动联系起来的道路。

Learning Mathematics of the City in The City is an exploratory project that is developing teaching modules that engage high school students in learning mathematics and using the mathematics they learn. Using geo-spatial technologies, students explore their city with the purpose of collecting data they bring back to the formal classroom and use as part of their mathematics lessons. This place-based orientation is helping students connect their everyday and school mathematical thinking. Researchers are investigating the impact of place-based learning on students' attitudes, beliefs, and self-concepts about mathematics in urban schools. Specifically, researchers want to understand how place-based learning helps students apply mathematics to address questions about their local environment. Researchers are also learning about the opportunities for teaching mathematics using carefully planned lessons enhanced by geo-spatial technologies. Data are being collected through student interviews, classroom observations, student questionnaires, and student work. As the authors explain, "The use of familiar or engaging contexts is widely accepted as productive in the teaching and learning of mathematics." By working in urban neighborhoods with large populations of low-income families, this exploratory project is illustrating what can be done to engage students in mathematics and mathematical thinking. The products from the project include student materials, software adaptations, lesson plans, and findings from their research. These products enable further experimentation with place-based mathematics learning and lead the way for connecting mathematical activities in school and outside of school.