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Teachers' Understandings of Realistic Contexts to Capitalize on Students' Prior Knowledge

机译：教师对现实语境的理解以利用学生的先验知识

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摘要

The theory of realistic mathematics education establishes that framing mathematics problems in realistic contexts can provide opportunities for guided reinvention. Using data from a study group, I examine geometry teachers' perspectives regarding realistic contexts during a lesson study cycle. I ask the following. (a) What are the participants' perspectives regarding realistic contexts that elicit students' prior knowledge? (b) How are the participants' perspectives of realistic contexts related to teachers' instructional obligations? (c) How do the participants draw upon these perspectives when designing a lesson? The participants identified five characteristics that are needed for realistic contexts: providing entry points to mathematics, using "catchy" and "youthful" contexts, selecting personal contexts for the students, using contexts that are not "too fake" or "forced, " and connecting to the lesson's mathematical content. These characteristics largely relate to the institutional, interpersonal, and individual obligations with some connections with the disciplinary obligation. The participants considered these characteristics when identifying a realistic context for a problem-based lesson. The context promoted mathematical connections. In addition, the teachers varied the context to increase the relevance for their students. The study has implications for supporting teachers' implementation of problem-based instruction by attending to teachers' perspectives regarding the obligations shaping their work.
机译：现实数学教育理论确立了在现实环境中构筑数学问题可以为指导性重塑提供机会。我使用研究小组的数据，研究了在课程学习周期中几何老师对现实环境的看法。请问以下。 （a）参与者对激发学生先验知识的现实环境有何看法？ （b）参与者对现实环境的看法与教师的教学义务有何关系？ （c）参与者在设计课程时如何借鉴这些观点？参与者确定了现实情境所需的五个特征：提供数学的切入点，使用“吸引人”和“年轻”的情境，为学生选择个人情境，使用非“太假”或“强迫”的情境和连接到课程的数学内容。这些特征在很大程度上与机构，人际和个人义务有关，与纪律义务有一定联系。在确定基于问题的课程的实际环境时，参与者考虑了这些特征。上下文促进了数学联系。另外，老师们改变了背景，以增加与学生的联系。该研究通过关注教师对塑造他们的工作的义务的观点，对支持教师实施基于问题的教学具有启示意义。

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