微积分基本定理的教学转换

IF 0.3 Q4 EDUCATION, SCIENTIFIC DISCIPLINES REDIMAT-Revista de Investigacion en Didactica de las Matematicas Pub Date : 2023-06-24 DOI:10.17583/redimat.11982
Vegard Topphol
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引用次数: 1

摘要

使用行为学分析和教学转位分析的工具,分析了一本挪威13年级教科书中微积分基本定理的处理方法,特别关注了FTC徽标块的发展。Chevallard于2022年首次引入的术语结构、功能和效用,进一步描述了利害攸关的数学对象的不同维度。通过分析,在教科书中发现了与可积性概念相关的逻各斯的缺乏,并通过与书中发现的一组任务的关系探讨了这种情况的后果。
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The didactic transposition of the fundamental theorem of calculus
Using the tools of praxeological analysis and didactical transposition analysis, the treatments of the Fundamental Theorem of Calculus in one Norwegian, Grade 13 textbook is analysed, with a particular focus on the development of the logos block of the FTC. The terms structure, functioning and utility, first introduced by Chevallard in 2022, is further to describe different dimensions of the mathematical object at stake. Through the analysis, a lack in the logos relating to the concept of integrability is identified in the textbook, and consequences of this is explored in relation to a set of tasks found in the book.
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11
审稿时长
36 weeks
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