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Fostering Mathematical Meaning Via Scientific Inquiry
Ron TzurRita A. HagevikMary E. Watson
其他書名
A Case Study
出版ERIC Clearinghouse, 2004
URLhttp://books.google.com.hk/books?id=8e1BvwEACAAJ&hl=&source=gbs_api
註釋This study addressed the problem of how a prospective mathematics teacher's active engagement in a scientific inquiry can deepen the meaning of her extant mathematical concepts. We used a constructivist framework to analyze a 2-hour interview with a prospective mathematics teacher as she solved an open-ended problem of graphing a 3-D landform. We found two overlapping components in her learning via cycles of action and reflection: interpreting the task and reorganizing extant conceptions to quantify projective, horizontal/vertical distances. [For complete proceedings, see ED489597.].