期刊名称：Revista Latinoamericana de Investigación en Matemática Educativa
印刷版ISSN：1665-2436
电子版ISSN：2007-6819
出版年度：2015
卷号：18
期号：1
页码：109-125
DOI：10.12802/relime.13.1814
出版社：Comité Latinoamericano de Matemática Educativa
摘要：We present some results from a research study in which fivemathematics teachers worked on a functional graphic approachto solve inequalities. We developed activities using algebraic,graphic and natural language registers (Duval, 1995, 2000)in order to engage teachers in the solution treatment withindifferent registers and in conversions between them so theymight become aware of the errors they make when usingalgebraic methods in the light of comparisons with graphicalmethods. Analyses of teachers’ protocols were undertaken toidentify formal, intuitive and algorithmic aspects (Fischbein,1993). Our findings showed that teachers did not search formathematical reasons as why their algebraic and graphicalstrategies resulted in different solutions, suggesting that theyhad not fully appropriated the formal aspects of the algebraicsolving methods they normally use to solve inequations.
其他摘要：We present some results from a research study in which fivemathematics teachers worked on a functional graphic approachto solve inequalities. We developed activities using algebraic,graphic and natural language registers (Duval, 1995, 2000)in order to engage teachers in the solution treatment withindifferent registers and in conversions between them so theymight become aware of the errors they make when usingalgebraic methods in the light of comparisons with graphicalmethods. Analyses of teachers’ protocols were undertaken toidentify formal, intuitive and algorithmic aspects (Fischbein,1993). Our findings showed that teachers did not search formathematical reasons as why their algebraic and graphicalstrategies resulted in different solutions, suggesting that theyhad not fully appropriated the formal aspects of the algebraicsolving methods they normally use to solve inequations.
