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ویرایش: نویسندگان: Gülseren Karagöz Akar, İsmail Özgür Zembat, Selahattin Arslan, Patrick W. Thompson سری: Mathematics Education in the Digital Era, 21 ISBN (شابک) : 3031145526, 9783031145520 ناشر: Springer سال نشر: 2023 تعداد صفحات: 342 [343] زبان: English فرمت فایل : PDF (درصورت درخواست کاربر به PDF، EPUB یا AZW3 تبدیل می شود) حجم فایل: 9 Mb
در صورت تبدیل فایل کتاب Quantitative Reasoning in Mathematics and Science Education به فرمت های PDF، EPUB، AZW3، MOBI و یا DJVU می توانید به پشتیبان اطلاع دهید تا فایل مورد نظر را تبدیل نمایند.
توجه داشته باشید کتاب استدلال کمی در آموزش ریاضی و علوم نسخه زبان اصلی می باشد و کتاب ترجمه شده به فارسی نمی باشد. وبسایت اینترنشنال لایبرری ارائه دهنده کتاب های زبان اصلی می باشد و هیچ گونه کتاب ترجمه شده یا نوشته شده به فارسی را ارائه نمی دهد.
این کتاب بر استدلال کمی به عنوان چارچوبی جهتدهنده برای تجزیه و تحلیل یادگیری، تدریس و برنامه درسی در آموزش ریاضیات و علوم تمرکز دارد. استدلال کمی نقش حیاتی در یادگیری مفاهیم اساسی برای حساب، جبر، حساب دیفرانسیل و انتگرال، هندسه، مثلثات و سایر ایده ها در STEM ایفا می کند. این کتاب از اهمیت استدلال کمی و نقش حیاتی آن در آموزش استفاده می کند. این به ویژه به استدلال کمی مربوط به یادگیری و آموزش مفاهیم مختلف ریاضیات و علوم، تجزیه و تحلیل مفهومی ایده های ریاضی و علمی و تجزیه و تحلیل برنامه های درسی ریاضیات مدرسه (K-16) در زمینه های مختلف می پردازد. ما معتقدیم که می توان آن را به عنوان یک کتاب مرجع برای استفاده محققان، مربیان معلمان، برنامه نویسان برنامه درسی و معلمان پیش از خدمت و ضمن خدمت در نظر گرفت.
This book focuses on quantitative reasoning as an orienting framework to analyse learning, teaching and curriculum in mathematics and science education. Quantitative reasoning plays a vital role in learning concepts foundational to arithmetic, algebra, calculus, geometry, trigonometry and other ideas in STEM. The book draws upon the importance of quantitative reasoning and its crucial role in education. It particularly delves into quantitative reasoning related to the learning and teaching diverse mathematics and science concepts, conceptual analysis of mathematical and scientific ideas and analysis of school mathematics (K-16) curricula in different contexts. We believe that it can be considered as a reference book to be used by researchers, teacher educators, curriculum developers and pre- and in-service teachers.
Introduction Contents Quantitative Reasoning as an Educational Lens 1 Origins of a Theory of Quantitative Reasoning and Its Applicability 2 Chapters in This Book 3 Conceptualizing Units and Conceptualizing Quantification: Aspects of Quantitative Reasoning Needing Greater Attention 3.1 Quantification of Interest Rate as a Rate of Change 3.2 Quantification of Kinetic Energy 4 Connections with Chapters in This Book 5 Conclusion References An Intellectual Need for Relationships: Engendering Students’ Quantitative and Covariational Reasoning 1 Theorizing Quantitative and Covariational Reasoning 2 Mathematizing as a Way of Thinking Emerging from Students’ Intellectual Need 3 An Intellectual Need for Relationships 4 Four Facets of an Intellectual Need for Relationships 5 Attributes in a Situation: What Are the Things? 6 Measurability of Attributes: How Can Things Be Measured? 7 Variation in Attributes: How Do Things Change? 8 Relationships Between Attributes: How Do Things Change Together? 9 Task Design Considerations: A Ferris Wheel “Techtivity” 10 Discussion 11 Conclusion References Abstracted Quantitative Structures: Using Quantitative Reasoning to Define Concept Construction 1 Introducing the Abstracted Quantitative Structure Construct 1.1 Quantitative Reasoning 1.2 Covariational Reasoning 1.3 Figurative and Operative Thought 1.4 Three Forms of Re-presentation 2 Further Defining and Illustrating the Abstracted Quantitative Structure Criteria 2.1 Empirical Illustrations 3 Discussion and Implications 3.1 Research Implications 3.2 Teaching Implications References Number Systems as Models of Quantitative Relations 1 Learning the Meanings of Words 2 Giving Meaning to Number Words 3 Rational Numbers and the Situation/Action-Schema Pair 3.1 Part-Whole Situations and Relevant Action Schemas 3.2 Ratio Situations and Relevant Action Schemas 3.3 Intensive Quantities and Relevant Action Schemas 4 Concluding Remarks References Quantitative Reasoning as a Framework to Analyze Mathematics Textbooks 1 Curriculum and Textbooks 2 Quantitative Reasoning and Whole Number Multiplication and Division 3 Quantitative Reasoning: A Theoretical Model for the Examination of Textbooks 4 Analysis of Japanese Curricular Materials 5 Whole Number Multiplication in Mathematics International Textbooks 6 Whole Number Division in Mathematics International Textbooks 7 Discussion References Constructing Covariational Relationships and Distinguishing Nonlinear and Linear Relationships 1 Introduction 2 Theoretical Background 2.1 Foundations of Covariational Reasoning 2.2 Using Direction and Amounts of Change to Conceive the Basic Types of Covariational Relationships and Distinguish Between Nonlinear and Linear Relationships 2.3 Representing Covariational Relationships Graphically 3 Methods, Participants, and Analysis 3.1 Subjects and Setting 3.2 Data Analysis 4 Building to Nonlinear and Linear Growth: A Task Sequence with Student Work 4.1 The Faucet Task: Gross Covariational Reasoning and Emergent Thinking 4.2 The Growing Triangle Task 4.3 The Growing Trapezoid Task: An Increasing by Less Relationship 4.4 The Triangle/Rectangle Task 5 Discussion 5.1 Middle School Students’ Covariational Reasoning 5.2 Task Design in Relation to Our Theoretical Framework 5.3 Implications for Developing Other Mathematical Ideas 5.4 Concluding Remarks and Areas for Future Research References A Conceptual Analysis of Early Function Through Quantitative Reasoning 1 Introduction: Functions as Rates of Change 2 The Case of Linear and Quadratic Growth: Conceptual Analysis 2.1 Identify the Attribute to Be Measured 2.2 Identify the Quantities Affecting the Relevant Attributes 2.3 Imagine Gross Coordination and Coordination of Values 2.4 Quantify Covariation 3 Data Examples: Students’ Reasoning with Linear and Quadratic Growth 3.1 Identifying the Attribute and the Quantities 3.2 Imagining Gross Coordination and Coordination of Values 3.3 Quantifying Covariation 4 Task Design Principles for Supporting Function Reasoning Through Covariation 4.1 Leverage Contexts with Continuously Covarying Quantities 4.2 Develop Covariation Before Allowing Calculation 4.3 Choose Exact Relationships 4.4 Choose Genuine Contexts 4.5 Provide Opportunities for Visualization, Manipulation, and Justification 5 Conclusion References Geometric Transformations Through Quantitative Reasoning 1 Geometric Transformations Through Quantitative Reasoning 1.1 Isometries from a Purely Mathematical Standpoint 1.2 Importance of Geometric Transformations 1.3 Difficulties in Understanding Transformations 1.4 Quantitative Reasoning and Covariational Reasoning 1.5 Understanding Points as Multiplicative Objects and Conceptualizing mathbbR2 Quantitatively 1.6 Conceptualizing Translations Through Quantitative Reasoning and Covariational Reasoning 1.7 Conceptualizing Rotations Through Quantitative Reasoning 1.8 Conceptualizing Reflections Through Quantitative Reasoning 2 Discussion References Instructional Conventions for Conceptualizing, Graphing and Symbolizing Quantitative Relationships 1 Orienting to a Problem 2 Introduction 3 The Need for Conventions to Facilitate Changes in Pedagogy and Student Success 4 Elaborating Quantitative and Covariational Reasoning 5 Speaking with Meaning: A Convention for Improving Instructors’ Communication 6 Scaling the Convention of Speaking with Meaning Across the Pathways Project 6.1 Speaking with Meaning in Instruction and Curriculum 6.2 Emergent Shape Thinking and Conventions for Meaningful Graphing Activity 7 Pathways Conventions for Graphing 8 Implementing the Quantity Tracking Tool 9 Emergent Symbol Meaning and Conventions for Meaningful Symbolization Activity 10 Quantitative Reasoning and Algebra 10.1 Emergent Symbolization 10.2 Emergent Symbolization in Instruction and Curriculum 11 An Example of Unproductive Beliefs in Action 11.1 Quantitative Drawing and Building Imagery for Quantitative Relationships 12 Discussion 13 Concluding Remarks References Mathematization: A Crosscutting Theme to Enhance the Curricular Coherence 1 Defining Mathematization 2 The Learning Progression for Mathematization of Science 3 The LP for Mathematization of Science 4 Evidence for Mathematization to Be Used as a Crosscutting Theme 5 Conclusions References Applying Quantitative and Covariational Reasoning to Think About Systems: The Example of Climate Change 1 Introduction 2 The Earth’s Energy Budget 3 Conceptual Framework 3.1 Systems Thinking Competencies 3.2 Quantitative and Covariational Reasoning 4 The Context of the Study 5 Quantitative Reasoning and Understanding Climate Change 5.1 Preliminary Work: Making Sense of (Unfamiliar) Quantities 5.2 Making Sense of the Energy Budget as a System Quantitatively 5.3 Conceptualizing Dynamic Relationships and Cyclical Processes 6 Conclusions and Implications References Operationalizing and Assessing Quantitative Reasoning in Introductory Physics 1 Introduction 2 Operationalizing Physics Quantitative Literacy 2.1 Quantitative Modeling in Physics 2.2 Facets of Quantitative Reasoning in Introductory Physics 3 Assessable PQL Learning Objectives 3.1 Methodology 3.2 Sequence-Level Learning Objectives 4 The Physics Inventory of Quantitative Literacy 5 Conclusion References