Coherence Structure in the Discourse of Probability Modelling
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Stochastic phenomena induce us to construct a probability model and structure our thinking; corresponding models help us to understand and interpret the reality. They in turn equip us with tools to recognize, reconstruct and solve problems. Therefore, various implications in terms of methodology as well as epistemology naturally flow from different adoptions of models for probability. Right from the basic scenarios of different perspectives to explore reality, students are occasionally exposed to misunderstanding and misinterpretations. With realistic examples a multi-faceted image of probability and different interpretation will be considered in mathematical modelling activities. As an exploratory investigation, mathematical modelling activity for probability learning was elaborated through semiotic analysis. Especially, the coherence structure in mathematical modelling discourse was reviewed form a semiotic perspective. The discourses sampled from group activities were analyzed on the basis of semiotic perspectives taxonomical coherence relations.
Abstract
Stochastic phenomena induce us to construct a probability model and structure our thinking; corresponding models help us to understand and interpret the reality. They in turn equip us with tools to recognize, reconstruct and solve problems. Therefore, various implications in terms of methodology as well as epistemology naturally flow from different adoptions of models for probability. Right from the basic scenarios of different perspectives to explore reality, students are occasionally exposed to misunderstanding and misinterpretations. With realistic examples a multi-faceted image of probability and different interpretation will be considered in mathematical modelling activities. As an exploratory investigation, mathematical modelling activity for probability learning was elaborated through semiotic analysis. Especially, the coherence structure in mathematical modelling discourse was reviewed form a semiotic perspective. The discourses sampled from group activities were analyzed on the basis of semiotic perspectives taxonomical coherence relations.
참고문헌 (12)
- Brown, R. A. J., "Collective argumentation: A sociocultural approach to reframing classroom teaching and learning, In Social interaction in learning and instruction: The meaning of discourse for the construction of knowledge", pp.52~66 (2000), Pergamon Press
- IASE Study: The 18th ICMI Study, "Frequentist Approach: Modelling and Simulation in Statistics and Probability Teaching, In Teaching statistics in school mathematics — challenges for teaching and teacher education. A joint ICMI", pp.2012, Chaput, B
- Duval, R., "A cognitive analysis of problems of comprehension in a learning mathematics", Educ. Stud. Math, 61(1–2), pp.103~131 (2006)
- Godino, J. D., "The onto-semiotic approach to research in mathematics education", ZDM, 39(1–2), pp.127~135 (2009)
- Gusmao, T, "A semiotic analysis of “Monica’s random walk” Activity to teach basic concepts of probability(ICOTS8)", Paper presented at the Eighth International Conference on Teaching Statistics (2010)
- O’Halloran, K. L., "Mathematical discourse, language, symbolism and visual images" (2005), Continuum
- Radford. L., "On the relevance of Semiotics in Mathematics Education", Paper presented to the Discussion Group on Semiotics and Mathematics Education at the 25th PME International Conference (2001), University of Utrecht
- Sanders, T, "Toward a Taxonomy of Coherence Relations", Discourse Processes, 15(1), pp.1~35 (1992)
- Sfard, A., "Thinking as communicating: Human development, the growth of discourses and mathematizing" (2008), Cambridge University Press
- Schoenfeld, A. H., "A highly interactive discourse structure, In Social constructivist teaching, Vol. 9", pp.131~169 (2002), Elsevier Science Ltd
- Steinbring, H., "What makes a sign a mathematical sign? An epistemological perspective on mathematical interaction", Educ. Stud. Math, 61(1–2), pp.133~162 (2006)
- Yackel, E., "Sociomathematical norms, argumentation, and autonomy in mathematics", J. Res. Math.Educ, 27(4), pp.458~477 (1996)