摘要
利用Pirie和Kieren提出的数学理解发展模型,分析了3名小学四年级学生对平均数概念理解的发展过程.结果表明：学生对平均数概念的理解经历了初步了解、产生表象、形成表象、关注性质和形式化等5个水平.在理解发展过程中,当学生发现他的思想和行动与自己所面临的问题不一致时,他就要折返回内层水平来扩展自己目前的活动能力和活动空间.而教师的干预则激发了学生的折返,为学生提供了独立建构或修正个人表象的机会.
This paper presented a qualitative study that had investigated three fourth-grade students＇ growth of mathematical understanding of average by using the Pirie-Kieren dynamical theory.The results indicated：Significant instances of Primitive Knowing,Image Making,Image Having,Property Noticing,and Formalizing were identified and examined in detail.Whenever they found their mental and physical actions and their situation incoherent or incomprehendable,they were prompted to fold back to an inner level of activity in order to extend their current action capabilities and action spaces.The teacher interventions were to provide students with opportunities for them to independently construct or modify their personal images.
出处
《数学教育学报》
北大核心
2011年第3期39-41,102,共4页
Journal of Mathematics Education
关键词
平均数
数学理解
模型
average
mathematical understanding
model
