早期儿童数学教育研究的范式转型:基于社会文化理论的视野

A Paradigm Shift in Early Mathematics Education Research from the Perspective of Sociocultural Theory

20世纪90年代以来,社会文化的视角和方法引发了一场国际范围的数学教育研究的革命与范式转变.基于社会文化视角的早期儿童数学教育研究具有重要意义且颇具挑战.研究梳理了3种应用于早期儿童数学教育研究的具有代表性的社会文化研究范式:“活动理论”“话语方法”“焦点分析”,并分析了这3类研究的思想基础和研究进展.社会文化的研究视角为中国早期儿童数学教育提供了有益的启示,促使教育参与者和工作者关注早期儿童数学认知的社会文化塑造,重视数学学习的多元环境共构,建构数学教育的文化实践参与模式;也为中国早期儿童数学教育研究的情景、对象、内容与方法带来了新的思考和借鉴.

Since the 1990s,the perspectives and approaches of sociocultural theory have triggered an international revolution and paradigm shift in mathematics education research.The research on early mathematics education based on social and cultural perspectives is significant and challenging.This paper sorts out three representative social and cultural research paradigms applied to early childhood mathematics education research:“activity theory”,“discourse method”,and“focus analysis”,and analyzes the ideological basis and research progress of these three types of research.The studies of sociocultural theory provide useful enlightenment for early childhood mathematics education in China,prompting educational researchers and teachers to pay attention to the social and cultural shaping of early children’s mathematics cognition,to pay attention to the co-construction of multiple environments for mathematics learning,and to construct the cultural practice of mathematics education.It also brings new thinking and reference to the situation,objects,content and methods of early mathematics education research in China.