共查询到20条相似文献，搜索用时 187 毫秒
1.
2.
当下数学教育最显性问题是教师"数学观"的缺失和"价值观"的缺席。作为教育的主导者,教师必须自觉反思、追问数学的本体和数学教育的价值,即"数学是什么"和"数学教育为什么",并在好的"数学观"和"数学教育观"的牵引下去捕捉数学文本中"哲学基因"和数学教学的"哲学气质"。 相似文献
3.
4.
正滚滚浊世里,"师道"如何?哲学家们即使不直接探问教师或教学的议题,在其思想中却经常蕴涵着丰富而耐人寻味的教师图像侧写.我国数学教育与数学哲学的领头人郑毓信教授曾指出:数学教育哲学主要包括这样3个问题:第一,什么是数学——即所谓的数学观;第二,为什么要进行数学教育——涉及到数学的价值和数学教育的目标;第 相似文献
5.
6.
数学观是数学教育的一个基本问题．R．Thom说：“事实上．无论人们的意愿如何,一切数学教学法根本上都出于数学哲学．即便是很不规范的教学法也是如此．” 相似文献
7.
高师生数学观的调查研究 总被引：5，自引：0，他引：5
对高师生有关数学观的调查发现,一定数量的高师生对“数学是什么”的认识不够全面;对数学研究对象的认识还比较肤浅;对数学的价值仅仅定位于工具和训练思维上;对数学的发展的认识较好,但其中对数学研究方法和发展动力的认识还有待提高。这些与课程的设置、使用的教材、教师的教学设计和实施、教育教学目标和评价标准等方面存在的问题有关。从这几个方面做出努力是完善高师生数学观的主要途径。 相似文献
8.
试论数学之善 总被引：1，自引：0，他引：1
詹国樑 《苏州教育学院学报》2003,(4)
深刻认识数学之善是正确树立数学教育目的观的思想基础 .B .Demollins说 :“没有数学 ,我们无法看透哲学的深度 ;没有哲学 ,人们也无法看透数学的深度 ;而若没有两者 ,人们就什么也看不透” .本文从数学与哲学两者结合的角度 ,在前人对善、数学与善的已有研究的基础上 ,提出数学之善的概念 ,将数学之善概括为思维之善、模式之善、人格之善、应用之善四个方面 ,并且就这四种数学之善分别作出具体的论述 相似文献
9.
10.
“信念是解释其行为的关键”,教师的数学信念决定了他的数学观、数学教育观．直接或间接地影响着学生的数学观,影响着他们的数学学习观和数学表现及其学习动机。同时,新的数学课程标准将情感与态度作为其总体目标之一．数学观成了中小学数学教育的内容和目标。因而．数学教师必须端正数学信念,以理解新课程的基本理念．保证其顺利实施。 相似文献
11.
12.
数学教师的数学观和数学教育观 总被引：18，自引：2，他引：18
作为数学教师素质结构的先导性成分,数学观由数学知识观、数学本质观和数学价值观构成.数学教育观包括数学教育目的观、数学教育过程观和数学教育价值观3个主要部分.数学教师的数学观对其数学教育观有重要影响.数学教育文化观、数学教育哲学观和数学教育价值观之间有着复杂的互动关系. 相似文献
13.
在幼儿师范学校,数学是一门重要的文化课程,研究分析幼师女生数学学习情况显得十分重要.从问卷调查并结合观察法和谈话法了解到,幼师女生大多数对数学有一定的兴趣,但数学感知能力差,数学概括能力、抽象能力、空间想象能力不强,数学推理能力、联想能力、思维转换能力薄弱.为了提高幼师数学素质教育的水平,可以从知识传授、能力培养、德育渗透三方面设计教育教学策略. 相似文献
14.
数学教育评价的回顾与展望 总被引：5，自引：0，他引：5
我国基础教育正实施重大改革，对数学教育评价内涵的正确认识以及对学生的学习、教师的教学做出合理评价是实施数学教育改革的关键．在重新建构数学教育评价理论体系时应注意：(1)树立正确的评价观；(2)数学教育评价理论最终都是为了促进学习者主动、积极、有意义的建构；(3)数学教育评价应将评价原理和数学内容以及学习方式的独特性统一起来；(4)评价理论应遵守4项主要准则．在数学教与学的评价实践中要注意在评价信息收集、评价方式、评价角度、评价结果处理等方面做出改进． 相似文献
15.
Isabel Escudero Victoria Sánchez 《International Journal of Science and Mathematics Education》2008,6(1):87-106
In this paper we try to characterize the pedagogical approaches that mathematics teachers are developing to meet the challenges
posed by education reforms. A key aspect is the identification of the perspectives that underlie those pedagogical approaches,
using the term perspective to include a broad pedagogical structure composed of multiple conceptions that are related to some
aspects of a teacher’s practice. Through the study of the practice of a secondary mathematics teacher, we try to explore how
his/her pedagogical approaches on mathematics, mathematics learning, and mathematics teaching are related to the relational
architecture that is established in the classroom during the development of an instructional unit of similarity at a secondary
school level, and we examine if that relationship can be explained in terms of the underlying perspective. The results of
the study have shown the characteristics of that relationship, and the important role that the teacher’s knowledge of the
students’ difficulties plays both in making decisions and in developing the teachers’ actions. 相似文献
16.
17.
The curricular importance of mathematics: a comparison of English and Hungarian teachers’ espoused beliefs 总被引：1，自引：0，他引：1
Paul Andrews 《课程研究杂志》2013,45(3):317-338
This paper reports an interview study of 45 English and 10 Hungarian teachers of mathematics. The semi‐structured interviews focused on the teachers’ professional life‐histories and invited them to discuss their beliefs about the necessary subject content for the teaching and learning of mathematics. Substantial differences emerged between the two cohorts, which accord with well‐defined national perspectives on education in general and mathematics education in particular. They reflect, at national rather than individual levels, the expectations of the curricular frameworks within which teachers operate. English teachers tended to view mathematics as applicable number and the means by which learners are prepared for a world beyond school. Hungarian teachers privileged mathematics as problem‐solving and logical thinking. 相似文献
18.
Joseph Slattery 《Irish Educational Studies》2014,33(4):467-488
This paper reports on an investigation into the conceptual knowledge, through the domain of fraction division, of prospective secondary mathematics teachers in their final/fourth year of undergraduate initial teacher education. The aim of the study is to assess if levels of conceptual knowledge in this domain are sufficient in order for these prospective teachers to teach for understanding. Some impact of conceptual understanding on teaching approaches is also explored. The content of the teacher education program and its suitability for preparing prospective mathematics teachers is also considered. The results indicate that in spite of four years of mathematics teacher education, these prospective mathematics teachers hold a fragmented and limited conceptual understanding of dividing fractions. To address this issue and to ensure the effective implementation of Project Maths, it is argued that initial teacher education programs need to be revised to include an emphasis on school mathematics. 相似文献
19.
CHRISTOPHER DUBBS 《Journal of Philosophy of Education》2020,54(3):521-540
The philosophical branch of ethics is foundationally concerned with the question of right or wrong, benevolent or harmful, and ultimately what is proper conduct. The present inquiry addresses two related questions: (1) How have theories of ethics been applied to mathematics education research? and (2) What alternatives have not been considered? What might the implications be if these alternative formulations were considered? To answer the first question, I offer a review of the philosophy of mathematics education literature, considering those articles which discuss ethics and mathematics education together. The ethical perspectives adopted within the literature span normative and non-normative, modern and postmodern orientations towards ethics. To answer the second question, I explored philosophy literature to identify which philosophical perspectives of ethics have (not) been adopted by philosophers of mathematics education research. The structure of this paper parallels these two questions: the first part considers the philosophy of mathematics education research and how researchers have defined ethics while the second part discusses additional philosophical approaches to ethics and puts those approaches into conversation with those identified in part one. I conclude by intertwining these two strands into my central thesis: ethics per se is construed too narrowly in the philosophy of mathematics education literature and considering additional ethical perspectives from philosophy can be generative of new ideas. 相似文献
20.
继续教育关系教师的可持续发展和专业有效进阶.为描述数学教师继续教育的发展轨迹与动态趋势,以《数学教育学报》(1992-2018年)刊载的123篇数学教师继续教育文献为数据来源,以Note Express软件进行文献计量和内容分析.研究发现:年发文量缓慢上升,总发文量较少;高校教师形成核心作者群,呈现不同高校间的合作态势;研究内容聚焦继续教育的内涵与外延、现状、课程、途径、评价和教师专业发展等主题;研究方法以量化研究为主,质性研究和混合研究较少.后继研究应增强中小学教师的自我研究,拓宽继续教育的研究内容,倡导质性和量化相结合的混合方法. 相似文献