Nghiên cứu giao tiếp và suy luận toán học của sinh viên dựa trên thuyết giao tiếp - nhận thức
Tóm tắt
Mathematical communication and reasoning are considered important elements in the process of teaching Mathematics. Mathematical communication is supposed to help students make meaningful inferences, discuss and solve math problems to acquire mathematical knowledge. This study uses Sfard's Cognitive-Communication to analyze the communication activities and mathematical reasoning of university students when solving problems in teaching Analytical topics "Primitives". The results show that Sfard's communication-cognitive approach is an effective theoretical tool that allows analyzing and understanding more deeply about the nature of communication and mathematical reasoning of learners through four aspects: word usage, visual aids, procedures, confirmatory narratives. In teaching Mathematics in general and teaching Calculus in particular at tertiary level, lecturers can use Sfard's Cognitive-Communication theory to clarify the process of building students' math knowledge, thereby selecting effective teaching methods for each student and improving teaching quality.
Tài liệu tham khảo
Baker, M. J. (2015). Collaboration in collaborative learning. Interaction Studies, 16(3), 451-473. https:// doi.org/10.1075/is.16.3.05bak
Guçler, B. (2013). Examining the discourse on the limit concept in a beginning-level calculus classroom. Educational Studies in Mathematics, 82, 439-453.
Hansen, E. K. S. (2021). Students’ agency, creative reasoning, and collaboration in mathematical problem solving. Mathematics Education Research Journal.
Lithner, J. (2017). Principles for designing mathematical tasks that enhance imitative and creative reasoning. ZDM Mathematics Education, 49, 937-949. https://doi.org/10.1007/s11858-017-0867-3
Lithner, J. (2007). A research framework for creative and imitative reasoning. Educational Studies in Mathematics, 67, 255-276. https://doi.org/10.1007/s10649-007-9104-2
Mueller, M., Yankelewitz, D., & Maher, C. (2012). A framework for analyzing the collaborative construction of arguments and its interplay with agency. Educational Studies in Mathematics, 80(3), 369-387. https://doi.org/10.1007/s10649-011-9354-x
Nardi, E., Ryve, A., Stadler, E., & Viirman, O. (2014), Commognitive analyses of the learning and teaching of mathematics at university level: the case of discursive shifts in the study of Calculus. Research in Mathematics Education, 16(2), 182-198. http://dx.doi.org/10.1080/14794802.2014.918338
Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses and mathematizing. New York: Cambridge University Press.
Tabach, M., & Nachlieli, T. (2016). Communicational perspectives on learning and teaching mathematics: prologue. Educational Studies in Mathematics, 91, 299-306.
Viirman, O. (2014). The functions of function discourse - university mathematics teaching from a commognitive standpoint. International Journal of Mathematical Education in Science and Technology, 45(4), 512-527.
Tải xuống
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Tác phẩm này được cấp phép theo Ghi nhận tác giả của Creative Commons Giấy phép quốc tế 4.0 .
