Preview

Информатика и образование

Расширенный поиск

О РАЗВИТИИ ВЗГЛЯДОВ НА РОЛЬ ТЕХНОЛОГИЙ В МАТЕМАТИЧЕСКОМ ОБРАЗОВАНИИ: ОТ МАШИНЫ-УЧИТЕЛЯ К ТЕОРИЯМ ИНТЕГРАЦИИ ФОРМАЛЬНЫХ РАССУЖДЕНИЙ И КОМПЬЮТЕРНЫХ ВЫЧИСЛЕНИЙ

Полный текст:

Аннотация

Статья представляет ряд педагогических идей по использованию компьютера в подготовке учителей математики. Высказывается мысль, что вычислительные возможности современных компьютерных технологий могут отрицательно влиять на математическое развитие школьника. В качестве защиты от такого влияния предлагается методика интеграции формальных рассуждений и технологической поддержки для всех уровней школьного образования. Приводятся примеры соответствующего использования спредшитов, Wolfram Alpha и KidPix.

Об авторе

С. М. Абрамович
Университет штата Нью-Йорк в Потсдаме, США
Соединённые Штаты Америки

профессор,

44 Pierrepont Avenue, Potsdam, NY 13676



Список литературы

1. Conference Board of the Mathematical Sciences. The mathematical education of teachers II. Washington, DC: The Mathematical Association of America, 2012.

2. National curriculum in England: Mathematics programmes of study (updated 16 July 2014). Department for Education. Crown copyright, 2014. Available at: https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study

3. Standards for preparing teachers of mathematics, 2017. Association of Mathematics Teacher Educators. Available at: https://amte.net/standards

4. Liu L., Gibson D. (Eds.). Research highlights in technology and teacher education. Waynesville, NC: Association for the Advancement of Computing in Education, 2017.

5. Pressey S. L. A simple apparatus which gives tests and scores - and teaches. School and Society, 1926, vol. 23 (586), p. 373-376.

6. Skinner B. F. The technology of teaching. New York: Meredith Corporation, 1968.

7. Lumsdaine A. A. Teaching machines: An introductory overview. In: A. A. Lumsdaine, R. Glaser (Eds.) Teaching machines and programmed learning: A source book. Oxford, England: National Education Association, 1960.

8. Demb A. B. Instructional uses of computers in higher education: A survey of higher education in Massachusetts. Paper presented at the EDUCOM Fall Conference (ERIC Document Reproduction Service No. ED 097 028). Toronto, Ontario, 1973.

9. Garofalo J., Drier H., Harper S., Timmerman M. A., Shockey T. Promoting appropriate uses of technology in mathematics teacher preparation. Contemporary Issues in Technology and Teacher Education [Online serial], 2000, vol. 1 (1). Available at: http://www.citejournal.org/vol1/iss1/currentissues/mathematics/article1.htm

10. Shaw D., et al. Report to the President on the use of technology to strengthen K-12 education in the United States. Washington, DC: President’s Committee of Advisors on Science and Technology, Panel on Educational Technology, 1997.

11. Langtangen H. P., Tveito A. How should we prepare the students of science and technology for a life in the computer age? In: B. Engquist, W. Schmid (Eds.) Mathematics unlimited - 2001 and beyond. New York: Springer, 2001.

12. Epstein D., Levy S., de la Llave R. About this journal. Experimental Mathematics, 1992, vol. 1 (1), p. 1-3.

13. Borwein J., Bailey D. Mathematics by experiment: Plausible reasoning in the 21st century. Natick, MA: AK Peters, 2004.

14. Arnold V. I. Experimental mathematics. MSRI Mathematical Circles Library, vol. 16. Providence, RI: The American Mathematical Society, 2015.

15. Conole G., Dyke M. What are the affordances of information and communication technologies? ALT-J: Research in Learning Technology, 2004, vol. 12 (2), p. 113-124.

16. Maddux C. D. Educational microcomputing: The need for research. Computers in the Schools, 1984, vol. 1 (1), p. 35-41.

17. Maddux C. D., Johnson D. L. (Eds.) Classroom integration of Type II uses of technology in education. Binghamton, NY: The Haworth Press, 2005.

18. Brooks J. G., Brooks M. G. In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development, 1999.

19. Morrison D., Collins A. Epistemic fluency and constructivist learning environments. In: B. G. Wilson (Ed.) Constructivist Learning Environments: Case Studies in Instructional Design. Englewood Cliffs, NJ: Educational Technology Publications, 1996, p. 107-119.

20. Guin D., Trouche L. The complex process of converting tools into mathematical instruments: The case of calculators. International Journal of Computers for Mathematical Learning, 1999, vol. 3 (3), p. 195-227.

21. Abramovich S. Revisiting mathematical problem solving and posing in the digital era: toward pedagogically sound uses of modern technology. International Journal of Mathematical Education in Science and Technology, 2014, vol. 45 (7), p. 1034-1052.

22. Abramovich S. Exploring mathematics with integrated spreadsheets in teacher education. Singapore: World Scientific, 2016.

23. Linker D., Sultan A. Mathematics problem-solving challenges for secondary school students and beyond. Singapore: World Scientific, 2016.

24. Drijvers P., Trouche L. From artifacts to instruments: A theoretical framework behind the orchestra metaphor. In: M. K. Heid, G. W. Blume (Eds.) Research on technology and the teaching and learning of mathematics, vol. 2 (Cases and perspectives). Charlotte, NC: Information Age Publishing, 2008.

25. Rabardel P., Bourmaud G. From computer to instrument system. Interacting with Computers, 2003, vol. 15 (5), p. 665-691.

26. Vygotsky L. S. Mind in society. Cambridge, MA: MIT Press, 1978.

27. Kilpatrick J. Reformulating: approaching mathematical problem solving as inquiry. In: P. Felmer, J. Kilpatrick, E. Pehkonen (Eds.) Posing and solving mathematical problems: Advances and new perspectives. New York: Springer, 2016.

28. Mason J. Asking mathematical questions mathematically. International Journal of Mathematical Education in Science and Technology, 2000, vol. 31 (1), p. 97-111.

29. Mayer M. Introduction. In: M. Montessori. The Montessori method. Cambridge, MA: Robert Bentley, 1965.

30. Freire P. Pedagogy of the oppressed (with an introduction by D. Macedo). New York: Continuum, 2003.

31. Tchekoff A. Russian silhouettes (Translated from Russian by M. Fell). Freeport, NY: Books for Libraries Press, 1970.

32. Abramovich S. Early algebra with graphics software as a Type II application of technology. Computers in the Schools, 2005, vol. 22 (3/4), p. 21-33.

33. Lonchamp J. An instrumental perspective on CSCL systems. International Journal of Computer-Supported Collaborative Learning, 2012, vol. 7 (2), p. 211-237.


Рецензия

Для цитирования:


Абрамович С.М. О РАЗВИТИИ ВЗГЛЯДОВ НА РОЛЬ ТЕХНОЛОГИЙ В МАТЕМАТИЧЕСКОМ ОБРАЗОВАНИИ: ОТ МАШИНЫ-УЧИТЕЛЯ К ТЕОРИЯМ ИНТЕГРАЦИИ ФОРМАЛЬНЫХ РАССУЖДЕНИЙ И КОМПЬЮТЕРНЫХ ВЫЧИСЛЕНИЙ. Информатика и образование. 2018;(6):58-64.

For citation:


Abramovich S. FROM THE TEACHING MACHINE MOVEMENT TO INSTRUMENTAL PERSPECTIVE ON TECHNOLOGY-IMMUNE/TECHNOLOGY-ENABLED MATHEMATICS CURRICULUM. Informatics and education. 2018;(6):58-64.

Просмотров: 298


Creative Commons License
Контент доступен под лицензией Creative Commons Attribution 4.0 License.


ISSN 0234-0453 (Print)
ISSN 2658-7769 (Online)