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Metaphors in mathematics classrooms: analyzing the dynamic process of teaching and learning of graph functions 总被引:1,自引:1,他引:0
This article presents an analysis of a phenomenon that was observed within the dynamic processes of teaching and learning
to read and elaborate Cartesian graphs for functions at high-school level. Two questions were considered during this investigation:
What types of metaphors does the teacher use to explain the graphic representation of functions at high-school level? Is the
teacher aware of the use he/she has made of metaphors in his/her speech, and to what extent does he/she monitor them? The
theoretical framework was based on embodied cognition theory. Our findings include teachers’ expressions that suggest, among
other ideas: (1) orientation metaphors, such as “the abscissa axis is horizontal”; (2) fictive motion, such as “the graph
of a function can be considered as the trace of a point that moves over the graph”; (3) ontological metaphors; and (4) interaction
of metaphors. We also show that teachers were not aware of using metaphors. 相似文献