当前位置: X-MOL 学术Educ. Stud. Math. › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Learning actions indicating algebraic thinking in multilingual classrooms
Educational Studies in Mathematics ( IF 2.853 ) Pub Date : 2020-12-08 , DOI: 10.1007/s10649-020-10007-y
Helena Eriksson , Inger Eriksson

This article discusses algebraic thinking regarding positive integers and rational numbers when students, 6 to 9 years old in multilingual classrooms, are engaged in an algebraic learning activity proposed by the El’konin and Davydov curriculum. The main results of this study indicate that young, newly arrived students, through tool-mediated joint reflective actions as suggested in the ED curriculum, succeeded in analysing arithmetical structures of positive integers and rational numbers. When the students participated in this type of learning activity, they were able to reflect on the general structures of numbers established as additive relationships (addition and subtraction) as well as multiplicative relationships (multiplication and division) and mixtures thereof, thus a core foundation of algebraic thinking. The students then used algebraic symbols, line segments, verbal, written, and gesture language to elaborate and construct models related to these relationships. This is in spite of the fact that most of the students were second language learners. Elaborated in common experiences staged in the lessons, the learning models appeared to bridge the lack of common verbal language as the models visualized aspects of the relationships among numbers in a public manner on the whiteboard. These learning actions created rich opportunities for bridging tensions in relation to language demands in the multilingual classroom.

中文翻译:

在多语言课堂中指示代数思维的学习行动

本文讨论了当 6 至 9 岁的学生在多语言课堂中参与 El'konin 和 Davydov 课程提出的代数学习活动时,关于正整数和有理数的代数思维。本研究的主要结果表明,新来的年轻学生通过教育课程中建议的工具介导的联合反思行动,成功地分析了正整数和有理数的算术结构。学生在参与此类学习活动时,能够反思作为加法关系(加减法)和乘法关系(乘法和除法)及其混合而建立的数的一般结构,从而奠定了数学学习的核心基础。代数思维。然后,学生们使用代数符号、线段、口头、书面和手势语言来阐述和构建与这些关系相关的模型。尽管事实上大多数学生都是第二语言学习者。在课程中的共同经历中详细阐述,学习模型似乎弥补了缺乏共同语言的问题,因为模型在白板上以公开的方式将数字之间关系的各个方面可视化。这些学习行动为弥合多语言课堂中与语言需求相关的紧张局势创造了丰富的机会。在课程中上演的共同经历中,学习模型似乎弥补了缺乏共同语言的问题,因为模型在白板上以公开的方式将数字之间关系的各个方面可视化。这些学习行动为弥合多语言课堂中与语言需求相关的紧张局势创造了丰富的机会。在课程中上演的共同经历中,学习模型似乎弥补了缺乏共同语言的问题,因为模型在白板上以公开的方式将数字之间关系的各个方面可视化。这些学习行动为弥合多语言课堂中与语言需求相关的紧张局势创造了丰富的机会。
更新日期:2020-12-08
down
wechat
bug