期刊名称：Revista Brasileira de Informática na Educação
印刷版ISSN：1414-5685
出版年度：1997
卷号：1
期号：1
页码：103
语种：Portuguese
出版社：Revista Brasileira de Informática na Educação
摘要：The aim of this research was to investigate students' perceptions of function as they interacted with the different dynamic representations of function made available through computer environments. Microworlds were designed comprising sequences of activities around two software: a multi-representational software, Function Probe (Confrey et al, 1991), which allows students to transform a graph into another directly in the Cartesian representation; and two adaptations of DynaGraph (Goldenberg et al, 1992), which allows students to vary x, observing the variation of ƒ(x), DG Parallel (with parallel axes) and DG Cartesian (using Cartesian axes). This microworld design considered its technical (representation of concepts in a computer environment) and pedagogical sense (“a software designed to be adaptable to pupils' initial conceptions together with carefully sequenced sets of activities on and off the computer...” (Hoyles et al, 1991: 1)). A series of case studies of four pairs of students was undertaken in Brazil in order to trace the evolution in students' perceptions of a selection of function properties; namely turning point, variation, range, line symmetry and periodicity. Perceptions were considered to be student’s understanding of these properties evidenced by the way they characterised functions when represented in each microworld. This diversity of properties was chosen to examine different ways students analyse functions: pointwise, variational, global and pictorial. Starting with an examination of the curriculum followed by the case study students as a means to describe the origins of their perceptions, a longitudinal investigation was undertaken in order to identify the main features of each of the microworlds that appeared to contribute to students' progress. The student’s perceptions were analysed by drawing attention to their origins, their usefulness and their potential limitations (from a mathematical point of view). A methodology for this longitudinal study was devised which incorporated visual presentations to capture the main characteristics of students' perceptions. The results showed that DG Parallel, a ‘new’ representation, prompted the development of perceptions free of previous limitations and sufficiently robust to allow revision. However, properties previously perceived pictorially were rarely identified in DG Parallel. Together with DG Cartesian, interactions with this microworld provoked the students to develop a variational view of some of the function properties. In addition, DG Cartesian served as a twoway bridge between variational and pictorial views. By way of contrast, using the tools in FP to transform graphs seemed not to shape perceptions, but to assist in the exploration of the function properties.
其他摘要：The aim of this research was to investigate students' perceptions of function as they interacted with the different dynamic representations of function made available through computer environments. Microworlds were designed comprising sequences of activities around two software: a multi-representational software, Function Probe (Confrey et al, 1991), which allows students to transform a graph into another directly in the Cartesian representation; and two adaptations of DynaGraph (Goldenberg et al, 1992), which allows students to vary x, observing the variation of ƒ(x), DG Parallel (with parallel axes) and DG Cartesian (using Cartesian axes). This microworld design considered its technical (representation of concepts in a computer environment) and pedagogical sense (“a software designed to be adaptable to pupils' initial conceptions together with carefully sequenced sets of activities on and off the computer...” (Hoyles et al, 1991: 1)). A series of case studies of four pairs of students was undertaken in Brazil in order to trace the evolution in students' perceptions of a selection of function properties; namely turning point, variation, range, line symmetry and periodicity. Perceptions were considered to be student’s understanding of these properties evidenced by the way they characterised functions when represented in each microworld. This diversity of properties was chosen to examine different ways students analyse functions: pointwise, variational, global and pictorial. Starting with an examination of the curriculum followed by the case study students as a means to describe the origins of their perceptions, a longitudinal investigation was undertaken in order to identify the main features of each of the microworlds that appeared to contribute to students' progress. The student’s perceptions were analysed by drawing attention to their origins, their usefulness and their potential limitations (from a mathematical point of view). A methodology for this longitudinal study was devised which incorporated visual presentations to capture the main characteristics of students' perceptions. The results showed that DG Parallel, a ‘new’ representation, prompted the development of perceptions free of previous limitations and sufficiently robust to allow revision. However, properties previously perceived pictorially were rarely identified in DG Parallel. Together with DG Cartesian, interactions with this microworld provoked the students to develop a variational view of some of the function properties. In addition, DG Cartesian served as a twoway bridge between variational and pictorial views. By way of contrast, using the tools in FP to transform graphs seemed not to shape perceptions, but to assist in the exploration of the function properties.
关键词：Informática na Educação; Ciência da Computação; Educação
其他关键词：Computers in Education; Computer Science; Education
