- 作者: 黃志賢 (通訊作者:黃志賢)
- 作者服務機構: 明志科技大學電機工程系
- 中文摘要:
本研究基於社會文化與集體論證的觀點,設計嵌入微積分課程的數學建模活動培
養學生的數學建模能力,在此教學介入下,逐漸發展大一微積分學生的數學建模能力。
研究對象為54位科技大學微積分學生,研究方法採用數學建模教學實驗、課堂觀察及晤
談。教學實驗將建模教學活動融入正規的微積分課程,以避免習慣接受傳統教學的學生
的阻力,研究結果發現多數學生最缺乏的是「給定模型的變數和參數」、「圖形表徵與
代數表徵的轉換」及「缺乏詮釋和效化的能力」。但經由數學建模教學,學生確實可以
透過獨立作業及集體論證,逐漸發展其數學建模能力。學生的數學建模能力從「只瞭解
給定的情境,但無法結構化和簡化情境或不能發現有關的數學想法」的層次,逐漸發展
到「能經驗數學建模過程和效化與給定情境有關的數學解答」層次。本研究證實將教學
與學習脈絡聚焦在社會文化取向與集體論證觀點,確實能幫助學生強化舊知識、發展新
知識及培養數學建模能力。 - 英文摘要:
In this paper, I outline a sociocultural perspective of modelling in mathematics education and discuss implications for analysis of students’ activities at the micro level. I explores the notion that the discourse of the mathematics classroom impacts on the practices that students engage when modelling mathematics. The research reported in this paper is situated within an ongoing study where first year calculus students are using the practices of Collective Argumentation to bring about change in their classrooms. This paper reports on one aspect of the study that sought to explore whether students who use Collective Argumentation on a regular basis in their classrooms view mathematics as providing a forum where personal understandings can be
expressed, re-considered, shared and coauthored when they go about mathematical modelling in a novel context–a reducing transportation costs problem. The results of the exploration are discussed and situated within the context of the findings of the on-going study. Through mathematical modeling instruction, students can gradually develop their mathematical modelling competency by working on their own and through discussion with their peers. - 中文關鍵字: 社會文化、集體論證、微積分、論述、數學建模能力
- 英文關鍵字: Sociocultural, Collective Argumentation, Calculus, Discourse, MathematicalModeling Competency