共查询到20条相似文献，搜索用时 484 毫秒
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余明波 《新课程导学(上)》2011,(5)
如何减轻学生学习数学的负担?如何锻炼和发展学生的数学思维?怎样成为一个"有思想、懂思维、善思考"的人?本文通过对高中学生数学思维的操作、数学思维障碍的成因及突破方法的分析,以起到抛砖引玉的作用. 相似文献
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儿童为什么要学习数学?教育哲学理论认为:"通过数学学会思维!"数学的思维是和数学最核心的本质特征紧密关联的,这种核心本质应该是理性精神。如何理解数学理性?如何培育学生的理性精神、理性气质?这都是数学教师必须思考的话题。 相似文献
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如何在数学教学中培养小学生的创新精神?如何让数学走进学生的心灵?怎样才能引导小学生喜欢数学,使他们在日常生活中利用课堂上学到的数学知识去解决相应的实际问题,来达到课堂教学目的?我从事数学教学七年,就此谈几点自己的粗浅认识。 相似文献
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如何减轻学生学习数学的负担?如何提高中职数学教学的实效性?本文通过对中职学生数学思维障碍的成因及对策的分析和探讨,结合教学中的实例做深入的剖析,以提高中职数学教学的针对性和实效性。 相似文献
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新一轮基础教育课程改革,给我们带来了教育观念、教学组织形式的又一次革命。职业高中数学教育应该如何适应新一轮改革的挑战?如何充分发挥学生学习数学的积极性和主动性?如何更新职业学校教师的观念。使其有利于学生数学意识的培养? 相似文献
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梁世玲 《课程教材教学研究(小教研究)》2008,(6):39-40
数学在现实生活中有着广泛应用,如何在生活中用好数学?教师必须改变传统的课堂教学方法,使生活问题溶入数学课堂,让数学教学生活化.那么,在数学教学过程中如何创设良好的学习环境,使生活问题溶入数学课堂呢?…… 相似文献
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如何减轻学生学习数学的负担?如何提高我们高中数学教学的实效性?本文对高中生数学思维障碍进行了剖析,以起到抛砖引玉的作用。 相似文献
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梁世玲 《课程教材教学研究(小教研究)》2008,(5):39-40
数学在现实生活中有着广泛应用,如何在生活中用好数学?教师必须改变传统的课堂教学方法,使生活问题溶入数学课堂,让数学教学生活化.那么,在数学教学过程中如何创设良好的学习环境,使生活问题溶入数学课堂呢?…… 相似文献
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Kathleen Nolan 《Journal of Mathematics Teacher Education》2009,12(3):205-216
The current push to marry off mathematics with social justice compels one to ask such critical questions as “What is social justice?” and “How does (or can) mathematics look and act when viewed in/through the lenses of social justice?” Taking a critically reflective approach, this article draws the reader into a discussion of what is amiss in the currently promoted picture-perfect marriage of mathematics and social justice, presenting perspectives on both the content and context of mathematics teaching and learning. In this article, the author’s account of her experience in teaching a mathematics curriculum course for prospective middle years' teachers highlights a call to re-imagine the relationship between mathematics and social justice as more than a perfunctory integration of a “statistics and figures” approach. The author’s reflections acknowledge the complexity and potentiality of the relationship while challenging current status quo practices and paradigms in mathematics education. 相似文献
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The Conceptual Framework for the Development of a Mathematics Performance Assessment Instrument 总被引：1，自引：0，他引：1
Suzanne Lane 《Educational Measurement》1993,12(2):16-23
How can you align instruction, learning, and assessment in an educationally sound way? How can you define and measure competence in mathematics? What areas of competence do you need to specify and how? How can one evaluate the validity and consequences of using a particular assessment instrument or technique? 相似文献
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Why should we take a broader view of assessment theory and research when constructing measures of school achievement? How might we incorporate a learner's awareness of his or her own learning strategies into the assessment process? How could an assessment developer combine the use of psychological constructs and varying contexts for learning in the assessment of competence in mathematics? 相似文献
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Jodi L. Davenport Yvonne S. Kao Bryan J. Matlen Steven A. Schneider 《Journal of Experimental Education》2020,88(4):516-535
AbstractHow can research findings from cognitive and learning sciences be meaningfully applied in authentic settings to improve student learning outcomes in mathematics? Decades of basic research on how people learn has implications for the design of curriculum, instruction, and assessment. However, bringing research to practice involves simultaneously applying multiple design principles and raises pragmatic challenges of classroom contexts. Our project used research-based recommendations to systematically revise a widely used middle school mathematics curriculum and investigated whether the revised curriculum improved student learning in mathematics. In this article, we detail a replicable process for operationalizing and implementing multiple research-based principles and report findings from a large-scale experimental evaluation of this approach to estimate the potential impact on student learning. 相似文献
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情商对学生数学学习有明显的影响。改变学生的数学学习情商,提高数学教学效果,应在构建情感课堂,培养交流合作精神,提高心理承受能力,激发个性,提高应用创新能力等方面采取措施。 相似文献
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Marta Civil 《Cultural Studies of Science Education》2016,11(1):41-59
This article examines STEM learning as a cultural process with a focus on non-dominant communities. Building on my work in funds of knowledge and mathematics education, I present three vignettes to raise some questions around connections between in-school and out-of-school mathematics. How do we define competence? How do task and environment affect engagement? What is the role of affect, language, and cognition in different settings? These vignettes serve to highlight the complexity of moving across different domains of STEM practice—everyday life, school, and STEM disciplines. Based on findings from occupational interviews I discuss characteristics of learning and engaging in everyday practices and propose several areas for further research, including the nature of everyday STEM practices, valorization of knowledge, language choice, and different forms of engagement. 相似文献
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谈谈数学教学中教学手段的选择 总被引：2，自引：0，他引：2
在现代数学教学中，传统教学手段和现代教学手段并存，在这众多的教学手段中，教师在选择时应遵循的原则是：（1）有利于理解原则；（2）手段简单化原则；（3）考虑学生的年龄特点原则；（4）传统手段和现代手段互补原则。 相似文献
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Erich Wittmann 《Educational Studies in Mathematics》1984,15(1):25-36
How to integrate mathematics, psychology, pedagogy and practical teaching within the didactics of mathematics in order to get unified specific theories and conceptions of mathematics teaching? This problem—relevant for theoretical and empirical studies in mathematics education as well as for teacher training—is considered in the present paper. The author suggests an approach which is based on teaching units (Unterrichtsbeispiele). Suitable teaching units incorporate mathematical, pedagogical, psychological and practical aspects in a natural way and therefore they are a unique tool for integration. 相似文献
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Marianne B. Barnes Emilia M. Hodge Melinda Parker Mary Jo Koroly 《Journal of Science Teacher Education》2006,17(3):243-264
The purpose of this study was to examine how the practicing science and mathematics teachers participating in the University
of Florida's Teacher Research Update Experience (TRUE) perceived their experiences in Summer 2000. We conducted in-depth interviews
and collected data from survey questionnaires and addressed research in the following areas: How do participants perceive
their experiences during the 7-week program designed to enhance science, mathematics, and technology knowledge and skills?
How have these experiences contributed to their professional and personal growth and development, and how will they influence
teaching and student learning? Findings from interviews provided insights into the thoughts, motivations, and, in some cases,
insecurities of these adult learners. Follow-up studies are indicated on long-term impact of immersion professional development
programs. 相似文献
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2011年5月4日对著名数学教育家张奠宙教授进行了访谈,内容包括关于如何评价当今中国数学教育;是否将中国数学教育特色概括为中国课堂导入、尝试与探究、师班互动、数学思想方法、变式练习等5个方面;如何认识和发展中国少数民族数学教育;如何认识凯洛夫教育思想和弗赖登塔尔数学教育思想;如何认识中学的函数等初等数学内容;如何认识师范院校教师教育问题。 相似文献