文章基本信息

标题：Calculators as Facilitators of Understanding Computational and Mathematical Contexts
本地全文：下载
作者：Jan Guncaga ; Lilla Korenova ; Jozef Hvorecky 等
期刊名称：Open Education Studies
电子版ISSN：2544-7831
出版年度：2019
卷号：1
期号：1
页码：177-183
DOI：10.1515/edu-2019-0012
摘要：Learning is a complex phenomenon. Contemporary theories of education underline active participation of learners in their learning processes. One of the key arguments supporting this approach is the learner’s simultaneous and unconscious development of their ability of “learning to learn”. This ability belongs to the soft skills highly valued by employers today. For Mathematics Education, it means that teachers have to go beyond making calculations and memorizing formulas. We have to teach the subject in its social context. When the students start understanding the relationship between real-life problems and the role of numbers and formulas for their solutions, their learning becomes a part of their tacit knowledge. Below we explain the theoretical background of our approach and provide examples of such activities.
关键词：calculator ; mathematics education ; computational ; mathematical context