A framework for curriculum design to support mathematical sense making

被引：3
|
作者：
Gifford, Julian D. [1 ]
Finkelstein, Noah D. [1 ]
机构：
[1] Univ Colorado, Dept Phys, Box 390, Boulder, CO 80309 USA
来源：
2020 PHYSICS EDUCATION RESEARCH CONFERENCE (PERC) | 2020年
基金：
美国国家科学基金会;
关键词：
PHYSICS;
D O I：
10.1119/perc.2020.pr.Gifford
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
An approach to the design of curriculum supporting student engagement in mathematical sense making (MSM) is discussed. This approach draws from a categorical framework for MSM that is situated in the PER and science education literature on mathematical modeling and sense making. Two pieces of curricula spanning both content (the photoelectric effect and geometric optics) and course context (STEM-major versus non-STEM-major) designed using this framework are analyzed for the reasoning structures they are designed to scaffold.
引用
收藏
页码：173 / 178
页数：6
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