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Krause Christina M. Di Martino Pietro Moschkovich Judit N. 《Educational Studies in Mathematics》2021,108(1-2):87-104
How can school mathematics prepare citizens for a democratic society? Answers to this question are not static; they change as society and its problems change. The SARS-CoV-2 pandemic with its corresponding disease COVID-19 presents such a problem: what is needed to navigate this complex situation that involves, among other things, mathematics? Using the essay genre, we use three narratives from three countries—Italy, the USA (California), and Germany—to reflect on the goals of teaching mathematics during this crisis and examine aspects of each country’s standards for mathematics education. These three stories are framed by the authors’ backgrounds, experiences, interests, their country’s situation, and response to the pandemic. We first present the three narratives and then examine common issues across them that might provide insights beyond this current crisis, for preparing students to become active citizens. In particular, we focus on three issues: (1) developing a positive mindset toward mathematics to engage with and reflect on real-world problems, (2) improving interdisciplinary connections to the sciences to better understand how science professional practices and insights are similar or different from everyday practices, and (3) considering interpersonal and collective matters beyond the individual.
相似文献2.
Judit N. Moschkovich 《Educational Studies in Mathematics》2004,55(1-3):49-80
This case study uses a sociocultural perspective and the concept of appropriation (Newman, Griffin and Cole, 1989; Rogoff, 1990) to describe how a student learned to work with linear functions. The analysis describes in detail the impact that interaction with a tutor had on a learner, how the learner appropriated goals, actions, perspectives, and meanings that are part of mathematical practices, and how the learner was active in transforming several of the goals that she appropriated. The paper describes how a learner appropriated two aspects of mathematical practices that are crucial for working with functions (Breidenbach, Dubinsky, Nichols and Hawks, 1992; Even, 1990; Moschkovich, Schoenfeld and Arcavi, 1993; Schwarz and Yerushalmy, 1992; Sfard, 1992): a perspective treating lines as objects and the action of connecting a line to its corresponding equation in the form y = mx + b. I use examples from the analysis of two tutoring sessions to illustrate how the tutor introduced three tasks (estimating y-intercepts, evaluating slopes, and exploring parameters) that reflect these two aspects of mathematical practices in this domain and describe how the student appropriated goals, actions, meanings, and perspectives for carrying out these tasks. I describe how appropriation functioned in terms of the focus of attention, the meaning for utterances, and the goals for these three tasks. I also examine how the learner did not merely repeat the goals the tutor introduced but actively transformed some of these goals. 相似文献
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Judit N. Moschkovich 《学习科学杂志》2013,22(4):551-587
This article examines a classroom discussion of multiple interpretations of the scales on two distance versus time graphs. The analysis describes how two students and a teacher used multiple meanings for phrases of the form “I went by” and coordinated these meanings with different views of the scales. Students' ambiguous and shifting meanings did not prove to be obstacles to this discussion. Instead, this teacher used student interpretations as resources, built on them, and connected them to canonical mathematical concepts—in particular by highlighting (Goodwin, 1994) a “unitized” (Lamon, 1994, 1996, 2007) view of the scales. Research in mathematics education describes teaching that promotes conceptual development as having two central features: One is that teachers and students attend explicitly to concepts, and the other is that students wrestle with important mathematics (Hiebert & Grouws, 2007). Not only does this classroom discussion provide an example that it is possible to balance these two features, but the analysis provides the details of how instruction can simultaneously provide explicit attention to concepts while allowing students to wrestle with these concepts. 相似文献
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Judit N. Moschkovich 《Educational Studies in Mathematics》1998,37(2):169-197
This article uses an evolutionary perspective of conceptual change to consider in detail a conception in the domain of linear
functions. The analysis focuses on the nature of students' use of the x-intercept in equations of the form y = mx + b by summarizing
the results of written assessments and presenting two case studies of students exploring and discussing linear equations and
their graphs. I argue that the uses of the x-intercept documented in this study are not a superficial error, a simple mismatch
with convention, or a misconception. Instead, this student conception is analyzed as an instance of a ‘transitional conception:’
a conception which is the result of sense-making, reflects the complexity of the domain, is productive in some contexts, and
has the potential for refinement. The participants in the study were nine pairs of ninth and tenth grade students from an
exemplary first-year algebra course. These students participated in videotaped discussion sessions with a peer of their choice
where they used graphing software to explore linear equations and their graphs. The discussion sessions involved problems
designed on the basis of student conceptions suggested in previous research (Moschkovich, 1989; Schoenfeld, Smith & Arcavi,
1993) and in classroom observations (Moschkovich, 1990). Protocol analysis of the videotaped discussion sessions was used
to explore the nature and transformation of students' conceptions in this domain. Several uses of the x-intercept were documented
in the written assessments and in the videotaped discussions. I summarize the results of the written assessments and present
an analysis of the discussions for two pairs of students to show that the use of the x-intercept can be framed as a ‘transitional
conception’
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Judit Moschkovich 《Educational Studies in Mathematics》2007,64(2):121-144
This article reviews two sets of research studies from outside of mathematics education to consider how they may be relevant to the study of bilingual mathematics learners using two languages. The first set of studies is psycholinguistics experiments comparing monolinguals and bilinguals using two languages during arithmetic computation (language switching). The second set of studies is sociolinguistic research on young bilinguals using two languages during conversations (code switching). I use an example of a mathematical discussion between bilingual students to illustrate how sociolinguistics can inform analyses of bilingual mathematical conversations. 相似文献
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