期刊名称：Enseñanza de las ciencias: revista de investigación y experiencias didácticas
印刷版ISSN：2174-6486
出版年度：2021
卷号：39
期号：1
页码：45-64
DOI：10.5565/rev/ensciencias.2857
出版社：Universitat de València
摘要：This article proposes and evaluates a hypothetical learning trajectory (HLT) for the concepts of span and spanning set. This HLT was designed following the approach of Simon (1995), the design heuristics of emergent models and the mechanism of reflection on activity-effect relationship. We carried out an experiment with university students to determine if this HLT contributed to the expected learning of these concepts. We contrast this HLT with the actual learning trajectory (ALT) of two students showing approximation to key phases of the designed HLT. The results show that the notion of set is useful for the construction of the concept of span. In addition, we found it is necessary to incorporate new questions in HLT that facilitate the reflection on the activity-effect relationship to better account for the learning progression.
其他摘要：This article proposes and evaluates a hypothetical learning trajectory (HLT) for the concepts of span and spanning set. This HLT was designed following the approach of Simon (1995), the design heuristics of emergent models and the mechanism of reflection on activity-effect relationship. We carried out an experiment with university students to determine if this HLT contributed to the expected learning of these concepts. We contrast this HLT with the actual learning trajectory (ALT) of two students showing approximation to key phases of the designed HLT. The results show that the notion of set is useful for the construction of the concept of span. In addition, we found it is necessary to incorporate new questions in HLT that facilitate the reflection on the activity-effect relationship to better account for the learning progression.
关键词：Trayectoria hipotética de aprendizaje; Modelos emergentes; Actividad-efecto; Álgebra lineal.
