超越认识论缺陷：将灵活的认识论观点转化为细粒度的认知动力学
Beyond epistemological deficits: Incorporating flexible epistemological views into fine-grained cognitive dynamics
摘要：
研究人员反对基于缺陷的解释学生在数学意义构建方面的困难，而是指出认识论等因素：学生对知识和学习本质的信念会阻碍他们激活和整合他们拥有的生产性知识。但这样的解释冒着用认识论缺陷取代概念/技能缺陷的风险。我们的分析本科工程专业避免这种“赤字陷阱”，将多个，上下文相关的认识论立场到他的认知动态。
英文摘要：
Researchers have argued against deficit-based explanations of students' troubles with mathematical sense-making, pointing instead to factors such as epistemology: students' beliefs about the nature of knowledge and learning can hinder them from activating and integrating productive knowledge they have. But such explanations run the risk of substituting an epistemological deficit for a concepts/skills deficit. Our analysis of an undergraduate engineering major avoids this "deficit trap" by incorporating multiple, context-dependent epistemological stances into his cognitive dynamics.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
