AN APPROACH TO THE DESIGN OF MATHEMATICAL TASK SEQUENCES: CONCEPTUAL LEARNING AS ABSTRACTION

被引：0

作者：

Simon, Martin A. ^{[1
]}

机构：

[1] NYU, New York, NY 10003 USA

来源：

PNA-REVISTA DE INVESTIGACION EN DIDACTICA DE LA MATEMATICA | 2016年 / 10卷 / 04期

基金：

美国国家科学基金会;

关键词：

Didactical engineering; Learning theory; Mathematical tasks; Reflective abstraction;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper describes an emerging approach to the design of task sequences and the theory that undergirds it. The approach aims at promoting particular mathematical concepts, understood as the result of reflective abstraction. Central to this approach is the identification of available student activities from which students can abstract the intended ideas. The approach differs from approaches in which learning to solve the problem posed is the intended learning. The paper illustrates the approach through data from a teaching experiment on division of fractions.

引用

下载

页码：270 / 279

页数：10

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