Использование технологий будущими учителями математики начальной школы: взгляд на американский опыт
Ключевые слова:
математика, педагогическое образование, начальные классы, Excel, Wolfram Alpha, Geometer’s Sketchpad, графический калькулятор, OEIS®
Аннотация
В статье описывается опыт автора по использованию технологий в содержательно методических курсах по математике (бакалавриат и магистратура) для будущих учителей начальных классов (возраст 5–10 лет). Основная педагогическая идея курсов состоит в том, чтобы изменить восприятие математики учителями начальной школы как предмета, который, как ожидается, не нравится большинству людей. Предполагается, что технологии могут помочь преподавателям сделать математику интересным предметом без ущерба для содержания. В статье приведены примеры использования Excel, Wolfram Alpha, программного обеспечения для динамической геометрии, программы компьютерного построения графиков и онлайн-энциклопедии целочисленных последовательностей. В заключение приводятся письменные комментарии будущих учителей об их опыте изучения математики с помощью компьютера.
Литература
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3. L. V. Alfors, “On the mathematics curriculum of the high school [Memorandum],” The American Mathematical Monthly, vol. 69, no. 3, pp. 189–193, 1962.
4. T. M. Apostol, Calculus, Vol. 1: One-variable calculus, with introduction to linear algebra, Hoboken, NJ: Wiley, 1967.
5. R. Arnheim, Visual thinking, Berkeley and Los Angeles, CA: University of California Press., 1969.
6. R. Avitzur, Graphing Calculator (Version 4.0), Berkeley, CA: Pacific Tech., 2011.
7. J. Baumert et al., “Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress,” American Educational Research Journal, vol. 47, no. 1, pp. 133–180, 2010; doi: 10.3102/0002831209345157
8. S. Beckmann, “The community of math teachers, from elementary school to graduate school,” Notices of the American Mathematical Society, vol. 58, no. 3, pp. 368–371, 2011.
9. Common Core State Standards, “Common Core Standards Initiative: Preparing America’s Students for College and Career,” in corestandards.org, 2010. [Online]. Available: http://www.corestandards.org.
10. Conference Board of the Mathematical Sciences, The mathematical education of teachers II, Washington, DC: The Mathematical Association of America, 2012.
11. G. Conole and M. Dyke, “What are the affordances of information and communication technologies?” ALT-J, vol. 12, no. 2, pp. 113–124, 2004; doi: 10.1080/0968776042000216183
12. H. Freudenthal, Weeding and sowing, Dordrecht, The Netherlands: Kluwer, 1978.
13. S. Guberman, “Gestalt theory rearranged: Back to Wertheimer,” Frontiers in Psychology, vol. 8, 1782, 2017; doi: 10.3389/fpsyg.2017.01782
14. N. Jackiw, The Geometer’s Sketchpad, [Soft]. 1991.
15. A. S. Lillard, Montessori: The science behind the genius, New York, NY: Oxford University Press, 2005.
16. B. B. Mandelbrot, “Fractals, the computer, and mathematics education,” in C. Gaulin et al., eds., Proc. of the 7th Int. Congress on Mathematical Education, plenary lectures Sainte-Foy, 1994, Quebec, Canada: Presses de L’universite Laval, 1994, pp. 77–98. ˊ
17. K. D. Michalowicz and A. C. Howard, “Pedagogy in text: an analysis of mathematics texts from the nineteenth century,” in G. M. A. Stanic and J. Kilpatrick, eds., A History of school mathematics, vol. 1, pp. 77–109, Reston, VA: National Council of Teachers of Mathematics, 2003.
18. R. P. Taylor and J. C. Sprott, “Biophilic fractals and the visual journey of organic screen-savers,” Non-linear Dynamics, Psychology, and Life Sciences, vol. 12, no. 1, 117–129, 2008.
19. L. S. Vygotsky, Lectures on the dynamic of child development, G. S. Korotaeva et al., eds., Izhevsk, Russia: Publ. House “Udmurt State University Press”, 2001 (in Russian).
2. S. Abramovich, “Do computers enable mathematical problem solving or just make it "easy"?,” Computer Tools in Education, no. 2, pp. 45–54, 2016.
3. L. V. Alfors, “On the mathematics curriculum of the high school [Memorandum],” The American Mathematical Monthly, vol. 69, no. 3, pp. 189–193, 1962.
4. T. M. Apostol, Calculus, Vol. 1: One-variable calculus, with introduction to linear algebra, Hoboken, NJ: Wiley, 1967.
5. R. Arnheim, Visual thinking, Berkeley and Los Angeles, CA: University of California Press., 1969.
6. R. Avitzur, Graphing Calculator (Version 4.0), Berkeley, CA: Pacific Tech., 2011.
7. J. Baumert et al., “Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress,” American Educational Research Journal, vol. 47, no. 1, pp. 133–180, 2010; doi: 10.3102/0002831209345157
8. S. Beckmann, “The community of math teachers, from elementary school to graduate school,” Notices of the American Mathematical Society, vol. 58, no. 3, pp. 368–371, 2011.
9. Common Core State Standards, “Common Core Standards Initiative: Preparing America’s Students for College and Career,” in corestandards.org, 2010. [Online]. Available: http://www.corestandards.org.
10. Conference Board of the Mathematical Sciences, The mathematical education of teachers II, Washington, DC: The Mathematical Association of America, 2012.
11. G. Conole and M. Dyke, “What are the affordances of information and communication technologies?” ALT-J, vol. 12, no. 2, pp. 113–124, 2004; doi: 10.1080/0968776042000216183
12. H. Freudenthal, Weeding and sowing, Dordrecht, The Netherlands: Kluwer, 1978.
13. S. Guberman, “Gestalt theory rearranged: Back to Wertheimer,” Frontiers in Psychology, vol. 8, 1782, 2017; doi: 10.3389/fpsyg.2017.01782
14. N. Jackiw, The Geometer’s Sketchpad, [Soft]. 1991.
15. A. S. Lillard, Montessori: The science behind the genius, New York, NY: Oxford University Press, 2005.
16. B. B. Mandelbrot, “Fractals, the computer, and mathematics education,” in C. Gaulin et al., eds., Proc. of the 7th Int. Congress on Mathematical Education, plenary lectures Sainte-Foy, 1994, Quebec, Canada: Presses de L’universite Laval, 1994, pp. 77–98. ˊ
17. K. D. Michalowicz and A. C. Howard, “Pedagogy in text: an analysis of mathematics texts from the nineteenth century,” in G. M. A. Stanic and J. Kilpatrick, eds., A History of school mathematics, vol. 1, pp. 77–109, Reston, VA: National Council of Teachers of Mathematics, 2003.
18. R. P. Taylor and J. C. Sprott, “Biophilic fractals and the visual journey of organic screen-savers,” Non-linear Dynamics, Psychology, and Life Sciences, vol. 12, no. 1, 117–129, 2008.
19. L. S. Vygotsky, Lectures on the dynamic of child development, G. S. Korotaeva et al., eds., Izhevsk, Russia: Publ. House “Udmurt State University Press”, 2001 (in Russian).
Опубликован
2021-09-28
Как цитировать
Абрамович, С. М. (2021). Использование технологий будущими учителями математики начальной школы: взгляд на американский опыт. Компьютерные инструменты в образовании, (3), 85-95. https://doi.org/10.32603/2071-2340-2021-3-85-95
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