DNR-Based Curricula: The Case of Complex Numbers

Journal of Humanistic Mathematics

Harel, Guershon¹ 

[1] University of California - San Diego

关键词: DNR-based instruction in mathematics;    duality principle;    necessity principle;    repeated reasoning principle;    way of understanding;    way of thinking;    learning;    intellectual need;    affective need;    epistemological justification;    curriculum;    structure;    holistic problem;    structural reasoning;    deductive reasoning;    reflective reasoning;    style of reasoning;   

DOI  :  10.5642/jhummath.201302.03

学科分类：卫生学

来源: Cleveland Clinic Educational Foundation

【 摘 要 】

DNR is a research-based framework which seeks to understand fundamental problems of mathematics learning and teaching. This paper discusses DNR with a particular reference to a curricular unit on complex numbers. Originally designed for college-bound high school students, the unit is structured to progress along a path that roughly parallels the development of complex numbers in the history of mathematics. We have tested the unit in three teaching experiments with inservice and prospective secondary mathematics teachers. The results from these experiments demonstrate the ways of thinking afforded and targeted by the unit. The correspondence between these ways of thinking and the Standards Practices outlined by the Common Core State Standards are also discussed.

【 授权许可】

Unknown