Nghiên cứu giao tiếp và suy luận toán học của sinh viên dựa trên thuyết giao tiếp

Nghiên cứu giao tiếp và suy luận toán học của sinh viên dựa trên thuyết giao tiếp - nhận thức

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Tác giả: Đức Hồng Nguyễn, Hồng Phong Nguyễn

Ngôn ngữ: Vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Giáo dục 2022

Mô tả vật lý: 13-18

Bộ sưu tập: Metadata

ID: 406657

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Tóm tắt
Chủ đề

Giao tiếp và suy luận toán học được coi là những thành tố quan trọng trong quá trình dạy học Toán. Giao tiếp toán học được cho là giúp học sinh suy luận có ý nghĩa, thảo luận và giải quyết vấn đề toán học để tiếp thu kiến thức toán học. Nghiên cứu này sử dụng phương pháp Giao tiếp-Nhận thức của Sfard để phân tích hoạt động giao tiếp và suy luận toán học của sinh viên đại học khi giải quyết vấn đề trong dạy học chủ đề Giải tích "Nguyên thủy". Kết quả cho thấy cách tiếp cận giao tiếp-nhận thức của Sfard là một công cụ lý thuyết hữu hiệu cho phép phân tích và hiểu sâu hơn về bản chất của giao tiếp và suy luận toán học của người học thông qua bốn khía cạnh: cách dùng từ, phương tiện trực quan, quy trình, tường thuật khẳng định. Trong dạy học Toán nói chung và dạy học Giải tích nói riêng ở bậc đại học, giảng viên có thể sử dụng lý thuyết Nhận thức - Giao tiếp của Sfard để làm rõ quá trình hình thành kiến thức toán của học sinh, từ đó lựa chọn phương pháp dạy học hiệu quả cho từng đối tượng học sinh và nâng cao chất lượng dạy học., Tóm tắt tiếng anh, Mathematical communication and reasoning are considered important elements in the process of teaching Mathematics. Mathematical communication is supposed to help students make meaningful inferences, discuss and solve math problems to acquire mathematical knowledge. This study uses Sfard's Cognitive-Communication to analyze the communication activities and mathematical reasoning of university students when solving problems in teaching Analytical topics "Primitives". The results show that Sfard's communication-cognitive approach is an effective theoretical tool that allows analyzing and understanding more deeply about the nature of communication and mathematical reasoning of learners through four aspects: word usage, visual aids, procedures, confirmatory narratives. In teaching Mathematics in general and teaching Calculus in particular at tertiary level, lecturers can use Sfard's Cognitive-Communication theory to clarify the process of building students' math knowledge, thereby selecting effective teaching methods for each student and improving teaching quality

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