Nội dung được dịch bởi AI, chỉ mang tính chất tham khảo
Khái niệm hóa tư duy toán học phản biện ở học sinh nhỏ tuổi
Tóm tắt
Chương trình giáo dục và các chính sách quốc tế đã yêu cầu tích hợp tư duy phản biện vào tất cả các môn học, bao gồm cả toán học; tuy nhiên, về mặt lý thuyết, điều này vẫn chưa được nghiên cứu đầy đủ trong lĩnh vực giáo dục toán học. Bài báo này trình bày việc khái niệm hóa tư duy toán học phản biện (CMT) và ứng dụng một khung khái niệm được thông tin từ tài liệu; đặc biệt là, nó xem xét các khả năng CMT mà học sinh nhỏ tuổi thể hiện khi các em bước vào trường học chính thức. Chúng tôi trình bày các phát hiện từ các cuộc phỏng vấn cá nhân dựa trên nhiệm vụ, được thực hiện với 16 học sinh nhỏ tuổi (từ 5-6 tuổi) như một cách để điều tra khả năng CMT của các em và hoàn thiện khung CMT. Dữ liệu phỏng vấn đã được phân tích bằng khung khái niệm tư duy toán học phản biện mới. Dữ liệu xác nhận định nghĩa và hiểu biết về CMT ở học sinh nhỏ tuổi, chỉ ra nhu cầu cải thiện chương trình giảng dạy, nâng cao phương pháp giảng dạy và nghiên cứu thêm trong lĩnh vực này.
Từ khóa
#tư duy toán học phản biện #giáo dục toán học #khả năng CMT #chương trình giảng dạy #nghiên cứu giáo dụcTài liệu tham khảo
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