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首页> 外文期刊>International Journal of Mathematical Education in Science and Technology >Variations on play with interactive computer simulations: balancing competing priorities
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Variations on play with interactive computer simulations: balancing competing priorities

机译：交互式计算机模拟的变化：平衡竞争优先级

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摘要

U.S. mathematics teachers face considerable pressures to keep up with pacing guides and to prepare students for standardized tests. At the same time, they are called upon to engage students in innovative exploratory activities and to incorporate new technologies into their lessons. These competing priorities pose considerable challenges. Against this backdrop, we investigated how middle-school mathematics teachers incorporated play into lessons involving interactive computer simulations (sims). The teachers used PhET sims in a variety of lessons. Following general guidelines for teaching with PhET sims, these lessons included a short period of play prior to more structured work with the sim. Our analysis of 15 mathematics lessons involving play led to the identification of four characteristics that distinguish the play phases of these lessons. Based on combinations of these characteristics, we identified three specific profiles of play, which lie at different points along a continuum of priorities from foregrounding students' ideas to keeping pace. We discuss the implications associated with each profile of the play phase, and we begin to articulate a theory that frames teaching with play as a matter of balancing divergent and convergent modes of activity.
机译：美国数学老师面临着巨大的压力，需要紧跟起搏指南并为学生做好标准化考试的准备。同时，他们被要求让学生参与创新的探索活动，并将新技术融入他们的课程中。这些相互竞争的优先事项构成了巨大的挑战。在此背景下，我们调查了中学数学教师如何将游戏融入涉及交互式计算机模拟（sims）的课程中。老师在各种课程中使用了PhET Sims。遵循有关PhET模拟人生教学的一般指导原则，这些课程包括一段短暂的游戏时间，然后再进行更为结构化的模拟人生工作。我们对涉及游戏的15个数学课程的分析导致确定了区分这些课程的游戏阶段的四个特征。基于这些特征的组合，我们确定了三个特定的游戏配置文件，它们位于从展示学生的思想到保持步调一致的连续优先事项的不同点上。我们讨论了与游戏阶段的每个配置文件相关的含义，并且我们开始阐明一种理论，该理论将游戏与游戏结合起来，以平衡发散和收敛的活动模式。

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