通知
数学教育
认知
现象
光学(聚焦)
简单(哲学)
数学问题
计算机科学
心理学
认识论
政治学
光学
物理
哲学
神经科学
法学
作者
Joanne Lobato,Charles Hohensee,Bohdan Rhodehamel
标识
DOI:10.5951/jresematheduc.44.5.0809
摘要
Even in simple mathematical situations, there is an array of different mathematical features that students can attend to or notice. What students notice mathematically has consequences for their subsequent reasoning. By adapting work from both cognitive science and applied linguistics anthropology, we present a focusing framework, which treats noticing as a complex phenomenon that is distributed across individual cognition, social interactions, material resources, and normed practices. Specifically, this research demonstrates that different centers of focus emerged in two middle grades mathematics classes addressing the same content goals, which, in turn, were related conceptually to differences in student reasoning on subsequent interview tasks. Furthermore, differences in the discourse practices, features of the mathematical tasks, and the nature of the mathematical activity in the two classrooms were related to the different mathematical features that students appeared to notice.
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