Conversations about curriculum change: mathematical thinking and team-based learning in a discrete mathematics course

Judy Paterson; Jamie Sneddon

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Conversations about curriculum change: mathematical thinking and team-based learning in a discrete mathematics course

机译：关于课程变更的对话：离散数学课程中的数学思维和基于团队的学习

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This article reports on the learning conversations between a mathematician and a mathematics educator as they worked together to change the delivery model of a third year discrete mathematics course from a traditional lecture mode to team-based learning (TBL). This change prompted the mathematician to create team tasks which increasingly focused on what he calls the 'unspoken curriculum': mathematical thinking. We consider the ways in which the TBL model promoted and enabled this in the light of literature on mathematical thinking, sense-making and behaviours, and strongly suggest that this approach warrants more attention from the mathematics teaching community. We also discuss shifts in the mathematician's thinking about task construction as he refined the tasks to encourage students to think and behave like mathematicians.

机译：本文报道了数学家和数学教育者之间的学习对话，他们共同努力，将第三年离散数学课程的授课模式从传统的演讲模式转变为基于团队的学习（TBL）。这一变化促使数学家创建了团队任务，这些任务越来越集中在他所谓的“潜规则”上：数学思维。我们根据有关数学思维，感性和行为的文献来考虑TBL模型促进和实现这一点的方式，并强烈建议这种方法值得数学教学界的更多关注。我们还讨论了数学家关于任务构建的思维方式的转变，因为他改进了任务以鼓励学生像数学家一样思考和行动。

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来源
《International Journal of Mathematical Education in Science and Technology》 |2011年第7期|p.879-889|共11页
作者
Judy Paterson; Jamie Sneddon;
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作者单位

Department of Mathematics, The University of Auckland, Private Bag 92019, Auckland 1142, New Zealand;

Department of Mathematics, The University of Auckland, Private Bag 92019, Auckland 1142, New Zealand;

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正文语种 eng
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关键词
mathematical thinking; team-based learning; discrete mathematics; curriculum; task design;

机译：数学思维;基于团队的学习;离散数学;课程;任务设计;

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Conversations about curriculum change: mathematical thinking and team-based learning in a discrete mathematics course

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