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Interdisciplinary Mathematics-Physics Approaches to Teaching the Concept of Angle in Elementary School

机译：跨学科的数学物理方法在小学角概念教学中的应用

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摘要

The present study takes an interdisciplinary mathematics-physics approach to the acquisition of the concept of angle by children in Grades 3-5. This paper first presents the theoretical framework we developed, then we analyse the concept of angle and the difficulties pupils have with it. Finally, we report three experimental physics-based teaching sequences tested in three classrooms. We showed that at the end of each teaching sequence the pupils had a good grasp of the concept of angle, they had truly appropriated the physics knowledge at play, and many pupils are enable to successfully grasp new physics situations in which the angle plays a highly meaningful role. Using a physics framework to introduce angles in problem situations is then pertinent: by interrelating different spaces, pupils were able to acquire skills in the domains of mathematics, physics, and modelling. In conclusion, we discuss the respective merits of each problem situation proposed.
机译：本研究采用跨学科的数学-物理学方法来研究3-5年级儿童的角度概念。本文首先介绍了我们开发的理论框架，然后分析了角度的概念以及学生在使用角度时遇到的困难。最后，我们报告了在三个教室中测试的三个基于物理的实验性教学序列。我们表明，在每个教学序列的最后，学生们都很好地掌握了角度的概念，他们真正地运用了所学的物理知识，并且使许多学生能够成功地掌握其中角度所扮演的角色非常重要的新物理情况。有意义的作用。然后，使用物理框架在问题情况下引入角度是适当的：通过相互关联不同的空间，学生能够获得数学，物理和建模领域的技能。总之，我们讨论了所提出的每种情况的优缺点。

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