| 小学四年级学生对平均数概念理解的发展过程 |
| |
| 引用本文： | 吴骏.小学四年级学生对平均数概念理解的发展过程[J].数学教育学报,2011(3):39-41,102. |
| |
| 作者姓名： | 吴骏 |
| |
| 作者单位： | 华东师范大学数学系;曲靖师范学院数学与信息科学学院; |
| |
| 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.
|
| 关 键 词： | 平均数 数学理解 模型 |
Growth on Fourth-grade Students’ Mathematical Understanding of Average |
| |
| WU Jun.Growth on Fourth-grade Students’ Mathematical Understanding of Average[J].Journal of Mathematics Education,2011(3):39-41,102. |
| |
| Authors: | WU Jun |
| |
| Institution: | WU Jun1,2(1.Mathematics Department of East China Normal University,Shanghai 200241,China,2.College of Mathematics and Information Science,Qujing Normal University,Qujing Yunnan 655011,China) |
| |
| Abstract: | 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 activit... |
| |
| Keywords: | average mathematical understanding model |
| 本文献已被 CNKI 等数据库收录！ |
|
