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ID 43850
本文ファイル
著者
Uegatani, Yusuke
キーワード
Inquiring minds
Prescriptive perspective
Mathematical reasoning
NDC
数学
抄録(英)
To build a supplementary theory from which we can derive a practical way of fostering inquiring minds in mathematics, this paper proposes a theoretical perspective that is compatible with existing ideas in mathematics education (radical constructivism, social constructivism, APOS theory, David Tall’s framework, the framework of embodied cognition, new materialist ontologies). We focus on the fact that descriptive and prescriptive statements can be treated simultaneously, and consider both descriptive and instantiated models in our minds. This indicates that descriptive statements in mathematics come from our descriptions of models, and prescriptive statements come from the instantiatedness of the instantiated models and non-existence of counterexample. As a practical suggestion from the proposed perspective, we point out that careful communication is needed so that students do not recognize the refutation of their arguments as a denial of their way of mathematical thinking.
内容記述
This work was supported by Grant-in-Aid for JSPS Fellows No. 252024.
Place; Denver,COLORADO Date; February 27- March 1, 2014
掲載誌名
Proceedings of 17th Annual Conference on Research in Undergraduate Mathematics Education
開始ページ
312
終了ページ
320
出版年月日
2014
出版者
The Special Interest Group of The Mathmatics Association of America (SIGMAA) for Research in Underguraduate Mathmatics Education
言語
英語
NII資源タイプ
会議発表論文
広大資料タイプ
会議発表論文
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
権利情報
Copyright (c) 2014 left to authors
部局名
附属学校部