ABSTRACT

Reporting on a Grade 4 teaching and learning sequence, we highlight foundational constructs of measurement and data modelling which are fundamental to competence development in both science and mathematics. The sequence involved students generating and representing measures of their teacher’s arm-span, with a focus on the invention and refinement of data representations characteristic of STEM epistemic practices. We undertook a micro-ethnographic practical epistemology analysis of video data of classroom and group discussions and student work, to explore the teaching and learning processes driving students’ understandings of data variation and measures of central tendency. Through this analysis we appreciated aesthetic experiences as fundamental for students’ growing epistemic and conceptual understandings and the teacher’s pedagogical practices. We draw on the pragmatist aesthetic perspectives of Dewey and Peirce to show how students’ sign-making shifted from an everyday interest in the arm span measuring process to an interest in the potentialities of the data set as an exploratory field. We consider this a shift from an everyday ‘art’ aesthetic to a ‘mathematics’ disciplinary aesthetic. We argue that such an aesthetic perspective, in which feeling and meaning are intertwined, provides a powerful way to understand the role of affect in learning.

摘要

在报告 4 年级的教学和学习序列时，我们强调了测量和数据建模的基本结构，它们是科学和数学能力发展的基础。该序列涉及学生生成和表示他们老师的臂展测量，重点是 STEM 认知实践特征的数据表示的发明和改进。我们对课堂和小组讨论以及学生工作的视频数据进行了微观民族志实践认识论分析，以探索推动学生理解数据变化和集中趋势度量的教与学过程。通过这种分析，我们将审美体验视为学生不断增长的认识和概念理解以及教师教学实践的基础。我们利用杜威和皮尔斯的实用主义美学观点来展示学生的标志制作如何从对臂展测量过程的日常兴趣转变为对作为探索领域的数据集潜力的兴趣。我们认为这是从日常“艺术”美学向“数学”学科美学的转变。我们认为，这种将感觉和意义交织在一起的美学观点为理解情感在学习中的作用提供了一种强有力的方式。