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From Number Lines to Graphs in the Coordinate Plane: Investigating Problem Solving Across Mathematical Representations

机译:从数字线到坐标平面中的图形:研究解决各种数学表示形式的问题

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摘要

This article reports on students' problem-solving approaches across three representations-number lines, coordinate planes, and function graphs-the axes of which conventional mathematics treats in terms of consistent geometric and numeric coordinations. I consider these representations to be a part of a hierarchical representational narrative (HRN), a discursive narrative around a set of representations that model conventional mathematics in structurally consistent ways. A paper-and-pencil assessment was administered to students in grades 5 and 8 along with videotaped interviews with a subset of students. Results revealed students' application of particular meta-rules, which reflect their attempts to find and make use of recurring patterns in mathematics discourse. One such meta-rule, consistent with the HRN, was characterized by students' coordination of geometric and numeric properties of an axis, whereas alternate meta-rules reflected coordinations inconsistent with conventional mathematics. Detailed analyses of problem-solving strategies are reported, and implications for theory, curriculum, and instruction are discussed.
机译:本文介绍了学生在三种表示形式(数字线,坐标平面和功能图)上的解决问题的方法,而传统数学将它们的轴视为一致的几何和数字坐标。我认为这些表示形式是分层表示形式叙述(HRN)的一部分,它是围绕以结构上一致的方式对常规数学建模的一组表示形式的话语性叙述。对5年级和8年级的学生进行了纸笔评估,并对部分学生进行了录像采访。结果显示学生对特定元规则的应用,这反映了他们在数学话语中寻找和利用重复模式的尝试。一种这样的元规则,与HRN一致,其特点是学生协调了轴的几何和数字属性,而其他元规则反映了与常规数学不一致的坐标。报告了解决问题策略的详细分析,并讨论了对理论,课程和教学的启示。

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  • 来源
    《Cognition and instruction》 |2015年第1期|46-87|共42页
  • 作者

    Earnest Darrell;

  • 作者单位

    Univ Massachusetts, Amherst, MA 01003 USA;

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  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
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