首页> 外文OA文献 >There is more variation within than across domains: an interview with Paul A. Kirschner about applying cognitive psychologybased instructional design principles in mathematics teaching and learning

【2h】

There is more variation within than across domains: an interview with Paul A. Kirschner about applying cognitive psychologybased instructional design principles in mathematics teaching and learning

机译：内部的差异要大于跨领域的差异：Paul A. Kirschner的访谈，内容涉及基于认知心理学的教学设计原理在数学教学中的应用

页面导航

摘要
著录项
相似文献
相关主题

摘要

In this interview we asked Paul A. Kirschner about his comments and reflections regarding the idea to apply cognitive psychology-based instructional design principles to mathematics education and some related issues. With a main focus on cognitive psychology, educational psychology, educational technology and instructional design, this internationally well-known scholar reflects on the work conducted within the mathematics education community. This paper presents a summary of the comments and reflections that he expressed during the interview.A first main theme relates to the general idea behindthe special issue, i.e. the feasibility of applying cognitive theory-based instructional design principles in the field of mathematics education. Second, the interview related to the set of instructional design principles that were included in the special issue and those that were omitted. Third, reflections are made on the differences between the application of instructional design principles in mathematics education research and in instructional design research more generally. One main idea running through this interview is that, according to Kirschner, mathematics education research is not necessarily a special field in its own, as the variation of instructional goals and of research foci within mathematics education is at least as large as the variation across different content domains.

机译：在这次采访中，我们询问了保罗·A·基希纳（Paul A. Kirschner），他对将基于认知心理学的教学设计原理应用于数学教育的想法和相关问题的看法和看法。这位国际知名的学者主要关注认知心理学，教育心理学，教育技术和教学设计，对在数学教育界开展的工作进行了反思。本文概述了他在访谈中表达的意见和思考。第一个主要主题涉及特刊背后的总体思想，即在数学教育领域应用基于认知理论的教学设计原则的可行性。其次，访谈涉及特刊中包含的教学设计原则集，而忽略了它们。第三，反思了教学设计原理在数学教育研究中的应用与更广泛的教学设计研究之间的区别。采访中的一个主要观点是，根据基尔希纳（Kirschner）的观点，数学教育研究本身并不一定是一个特殊的领域，因为数学教育中教学目标和研究重点的变化至少与不同学科之间的变化一样大。内容域。

著录项

作者
Kirschner Paul A.; Verschaffel Lieven; Star Jon; Van Dooren Wim;
展开▼
作者单位

展开▼
年度 2017
总页数
原文格式 PDF
正文语种 eng
中图分类

相似文献

外文文献
中文文献
专利

1. Ten Steps to Complex Learning: a Systematic Approach to Four-Component Instructional Design (3rd ed.) , by Jeroen J. G. van Merri?nboer and Paul A. Kirschner [J] . Gregory Francom Journal of neurosurgical sciences . 2018,第2期

机译：复杂学习的十个步骤：通过Jeroen J. G. G. Van Merri的四组件教学设计（3RD。）的系统方法.Noboer和Paul A. Kirschner
2. Applying the Science of Learning: Evidence-Based Principles for the Design of Multimedia Instruction [J] . Mayer RE The American psychologist . 2008,第8期

机译：应用学习科学：多媒体教学设计的循证原则
3. Initial Considerations When Applying an Instructional Sensitivity Framework: Partitioning the Variation Between and Within Classrooms for Two Mathematics Assessments [J] . Ing Marsha Applied Measurement in Education . 2016,第2期

机译：应用教学敏感性框架时的初始注意事项：对教室之间和教室内部的差异进行两次数学评估
4. Effect of The Teaching and Learning Mathematics Strategy Based-on Meta-cognitive Scaffolding on Instructional Efficiency [C] . Turmudi, Norain Mohd Tajudin International Conference on Community Development . 2018

机译：教学与学习数学策略基于元认知脚手架对教学效率的影响
5. The effect of applying principles of reformed teaching and learning to an asynchronous online environment on student cognition of physics concepts in kinematics. [D] . Turner, Michael Lloyd. 2005

机译：在异步在线环境中应用经过改革的教学原理对学生运动学中物理概念的认知的影响。
6. Teaching students to think spatially through embodied actions: Design principles for learning environments in science technology engineering and mathematics [O] . D. DeSutter, M. Stieff 2017

机译：教导学生通过具体的动作进行空间思考：科学技术工程和数学学习环境的设计原则
7. Abi, A. M. (2016). Integrasi Etnomatematika Dalam Kurikulum Matematika Sekolah. Jurnal Pendidikan Matematika Indonesia, 1-6. François, K. (2009). The Role of Ethnomathematics within Mathematics Education. Proceedings of CERME 6 (pp. 1517-1526). Lyon France: INRP 2010. Mansur HR. (2015, February). Menciptakan Pembelajaran Efektif melalui Apersepsi. Retrieved from LPMP Sulsel: http://www.lpmpsulsel.net/v2/index.php?option=com_contentview=articleid=327:pembelajaran‐efektif‐ M.Balamurugan. (2015). ETHNOMATHEMATICS; AN APPROACH FOR LEARNING MATHEMATICS FROM MULTICULTURAL PERSPECTIVES. INTERNATIONAL JOURNAL OF MODERN RESEARCH AND REVIEWS, 716-720. NCTM. (1989). Curriculum and Evaluation Standards for School Mathematics. Snipes, V., Moses, P. (2001). Linking Mathematics and Culture to Teach Geometry Concepts. Retrieved from Semantic Scholar: https://www.semanticscholar.org/paper/Linking-Mathematics-and-Culture-to-Teach-Geometry-Snipes/de16ae98aa72c9eef916e40f2e91dd17deb5a179 Stylianides, A. J., Stylianides, G. J. (2007). Learning Mathematics with Understanding: A Critical Consideration of the Learning Principle in the Principles and Standards for School Mathematics. The Mathematics Enthusiast, 103-114. Sukayati, Suharjana, A. (2009). PEMANFAATAN ALAT PERAGA MATEMATIKA DALAM PEMBELAJARAN DI SD. Yogyakarta: PPPPTK Matematika Yogyakarta. Wijaya, A., Heuvel-Panhuizen, M., Doorman, M., Robitzsch, A. (2014). Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors. The Mathematics Enthusiast, 555-584. Yusuf, M. W., Ibrahim Saidu, I., Halliru, A. (2010). ETHNOMATHEMATICS (A Mathematical Game in Hausa Culture). International Journal of Mathematical Science Education, 36-42. Yvette d’Entremont, Y. (2015). Linking mathematics, culture and community. Procedia - Social and Behavioral Sciences, 2818 – 2824. [O] . Ernawati ., Kurniawati . 2017

机译：Abi，A. M.（2016）。 Integrasi etnomatematika dalam kurikulum matematika sekolah。 jurnal pendidikan matematika印度尼西亚，1-6。 François，K。（2009）。民族治疗中的作用在数学教育中。 CERME 6的诉讼程序（第1517-1526页）。里昂法国：2010年Inrp.Mansur HR。（2015年2月）。 Menciptakan Pembelajaran efektif Melalui apersepsi。从LPMP Sulsel中检索：http：//www.lpmpsulsel.net/v2/index.php?option=com_content wave = articleid=327 :pembelajaran-efektif-m.balamurugan。（2015）。 ethnomathematics;从多元文化视角学习数学的一种方法。国际现代研究与评论，716-720。 nctm。（1989）。学校数学课程和评估标准。狙击，V.和摩西，P。（2001）。将数学和文化联系到教学几何概念。从语义学者检索：https://www.semanticscholar.org/pare/linking-mathematics-and-culture-to-teach-geometry-snipes/de16ae98aa72c9eef916e40f2e91dd17deb5a179触手，A.J.，＆Stylianides，G. J.（2007）。以理解学习数学：对学校数学原则和标准的学习原则的批判性考虑。数学爱好者，103-114。 Sukayati，＆Suharjana，A.（2009）。 PemanFaatan Alat Peraga Matematika Dalam Pembelajaran di Sd。日惹：PPPPTK Matematika日惹。 Wijaya，A.，Heuvel-Panhuizen，M.，Doorman，M.，＆Robitzsch，A。（2014）。解决基于背景的比萨数学任务的困难：对学生错误的分析。数学爱好者，555-584。 Yusuf，M. W.，Ibrahim Seedu，I.，A＆Halliru，A。（2010年）。 ethnomathematics（Hausa文化中的数学比赛）。国际学科杂志36-42。 Yvette d'Entremont，Y.（2015）。关联数学，文化和社区。程序 - 社会和行为科学，2818 - 2824。

There is more variation within than across domains: an interview with Paul A. Kirschner about applying cognitive psychologybased instructional design principles in mathematics teaching and learning

摘要

著录项

相似文献

相关主题

期刊订阅