Bootstrapping Students’Emergent Ideas:Case Study of Students’Guided(Re)Invention of Abstract Math Concepts  

作　　者：Siqi Huang 

机构地区：[1]University of California,Berkeley,USA

出　　处：《US-China Education Review(A)》2022年第6期210-230,共21页美中教育评论（A）

摘　　要：As a collective,the undergraduate mathematics teaching faculty resist abandoning the dominant mode of lecturing despite a widely held belief that it is ineffective to learning.This design-based research problematizes the homogeneous lecture-style teaching and advocates for student-centered inquiry based learning in undergraduate mathematics classes.Grounded on Realistic Mathematics Education,Teaching for Robust Understanding framework,and Variation Theory of Learning,I propose a set of design principles to support students’guided generalization of abstract concepts through a sequence of well-articulated examples.Results show that student-generated vocabularies can bootstrap their collaborative inquiry,and I operationalized five steps that characterize the bootstrapping process.This study suggests that facilitating collaborative inquiry demands teachers to proactively look for ways to connect students’intuitive,informal grounds of understanding with the formal,to-be-learned ideas as well as capitalizing on student-generated resources as bearing powerful potential for students to selectively modify and reuse in concert with their emerging goals and mathematical tools.

关 键 词：mathematics education inquiry based learning design based research 

分 类 号：H31[语言文字—英语]