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胡典顺 《天津师范大学学报(基础教育版)》2012,(2):6-10
数学观是人们对数学的总体看法。数学观是不断演变的。数学观的发展经历了从绝对主义数学观到可误主义数学观以及建构主义数学观三个阶段。数学观的演变给数学教育极大的启示,在数学教育中,我们应该把握数学观的深刻内涵,领悟数学是一种文化,理解数学知识的本质,把握数学思想方法,鉴赏数学美和追求数学精神。 相似文献
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Shari R. Metzger Susan Sonnenschein Claudia Galindo 《The Journal of educational research》2019,112(4):431-446
Integrating multiple theoretical frameworks, the authors examined rising first- to fourth-grade students’ mathematics utility conceptions—their knowledge and beliefs about the usefulness of mathematics, home-based mathematics engagement, and grade-level differences in mathematics utility conceptions and home engagement. Most children viewed mathematics as heavily focused on low-level mathematics operations and as learned and used primarily in school. Older children showed more awareness of mathematics as part of daily living, but still viewed mathematics as mostly school-based—more so than their younger counterparts. Results suggest that awareness of mathematics in daily life may be associated with children’s mathematics utility value (perceived usefulness of mathematics). Although children engaged in activities at home with the potential to foster mathematics development, the frequency of engagement was not related to their awareness of mathematics in daily activities. Thus, there may be untapped opportunities for young children to connect the mathematics they learn in school to their daily life. 相似文献
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数学史作为数学文化的重要载体,其教育价值是数学教育研究中的热点问题,在关注数学史成为数学教育结构中构成要件的同时,还应该重视数学史中多元化数学在当今文化教育中的价值。本文在介绍了数学史、数学文化和数学史中多元化数学的基础上,从理解多元文化、扩宽世界视野,探索不同思想方法与培养创造性思维的教育理念出发,对多元化数学的教育价值及实现途径进行了行之有效的探讨。 相似文献
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中学生数学信念系统包括数学信念、数学学习信念、数学教学信念、数学自我信念、学习环境信念,它们之间存在显著的相关性,且各信念与数学学习兴趣显著相关.高低分组数学信念系统的学生数学学习兴趣有显著性差异.数学自我信念、数学学习信念、数学信念与数学学习兴趣有显著的线性关系,且对数学学习兴趣的效应均极其显著,对数学学习兴趣的影响程度由大到小. 相似文献
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通过对大理近代数学教育史料收集整理,得出初等数学教育和高等数学教育的发展演变特点。初等数学教育历经学堂数学教育兴起到学校数学教育发展的演变过程;高等数学教育起步较晚,但华中大学在大理喜洲办学推动了大理高等数学教育的发展。了解上述演变特点,对当今数学教育改革具有借鉴价值。 相似文献
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数学史作为数学文化的重要载体,其教育价值是数学教育研究中的热点问题,在关注数学史成为数学教育结构中构成要件的同时,还应该重视数学史中多元化数学在当今文化教育中的价值。本文在介绍了数学史、数学文化和数学史中多元化数学的基础上,从理解多元文化、扩宽世界视野,探索不同思想方法与培养创造性思维的教育理念出发,对多元化数学的教育价值及实现途径进行了行之有效的探讨。 相似文献
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构建符合时代发展和中国国情的数学教育。是数学教育现代化的重要内涵之一,也是数学教育改革的根本目标。我们应在努力吸收外来文化中的有益成分的同时,将数学教育的变革植根于民族文化传统之中。通过中西方数学与数学教育文化传统的比较、数学文化价值的研究、数学文化与数学学习关系的研究、数学文化素材的挖掘、中学生数学观的现状分析、数学史与数学教育关系的研究、计算机技术支持下的数学教育与文化传统关系的研究,以及数学建模与数学教育现代化的理论研究与实践探索等,进一步推动我国数学教育现代化的进程。 相似文献
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本文分析了数学软件对数学教学改革的促进作用,以及高等学校数学教学对数学软件依赖性,指出要正确处理好数学软件与数学教学的关系,合理有效地发挥数学软件在数学教学中的作用。 相似文献
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A main purpose of the present study was to investigate the distribution of qualified mathematics teachers in relation to students’ socioeconomic status (SES), as measured by parental education, among Turkish middle schools. Further, relationships between mathematics teacher quality indicators and students’ mathematics achievement were explored. Data from the 2007 Trends in International Mathematics and Science Study were used. Relationships between mathematics teacher quality and students’ mathematics achievement were investigated using hierarchical linear modeling. The current study identified SES-related inequities in access to qualified mathematics teachers in Turkey. Low-SES students were more likely to be taught by mathematics teachers who had less than 3 years of experience or who did not hold a degree in mathematics or mathematics education. On the other hand, years of experience and a degree in mathematics or mathematics education were found to be substantially related to Turkish eighth-grade students’ mathematics achievement. Low-SES students’ mathematics teachers were also more likely to report a lack of confidence in their preparation to teach various mathematics contents. 相似文献
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数学教学是数学语言的教学。数学教学中的语言问题其实就是教师的数学观和数学教学观的具体反映,教学中从学生的实际出发加强数学语言练习是学生数学语言的发展关键,数学交流是数学语言实践的重要平台。正确、熟练地运用数学语言教学除了需要教师的学科教学知识外,还需要教师有丰厚的学科知识作支撑。 相似文献
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Early childhood preservice teachers participated in a qualitative multiple case study to explore and examine the effectiveness of reform-based constructivist methods used in a mathematics methods course to change their mathematics anxiety, mathematics self-efficacy, and mathematics teachers’ efficacy beliefs. Findings indicated that instructor’s use of a variety of reform-based strategies to teach and model concepts were effective in reducing their mathematics anxiety and improving their mathematics self-efficacy and mathematics teaching efficacy beliefs. Based on these findings, it is recommended that mathematics methods course instructors use reform-based constructivist methods in their courses as outlined by the NCTM’s (2014) principles. Teacher educators must also consider carefully their attitudes and disposition toward mathematics along with the type of classroom and learning environment they establish in mathematics methods courses. They must emphasize conceptual understanding during mathematics methods courses, understand the connection between preservice teachers’ mathematics anxiety and mathematics efficacy beliefs, and integrate field experiences as well as peer teaching opportunities into mathematics methods courses. 相似文献
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当下数学教育最显性的问题是教师“数学观”、“数学教育观”的遮蔽、遗忘或缺席。作为教育主导者,教师必须自觉反思、追问数学本体和数学教育的价值,即“数学是什么”和“数学教育为了什么”,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的“哲学基因”和数学教学的“哲学气质”! 相似文献
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数学哲学对数学教育有着深刻的影响。首先回顾了数学哲学的发展 ,明确了现在数学哲学中的数学观由绝对主义向可误主义的转变 ,接着论述了数学哲学对数学教育诸方面所产生的影响 ,最后列举了新的数学观点对现代数学教育的影响。 相似文献
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数学教育与教育数学 总被引：2，自引：0，他引：2
沈文选 《湖南师范大学教育科学学报》2003,2(2):64-68
数学教育的现代发展,以及各国进行数学课程改革浪潮的涌现,提出了教育数学的研究课题。它似可与纯粹数学、应用数学并列为第三个研究领域。与“新数学”、“大众数学”相比,教育数学将能均衡好数学教育的“教育方面”与“数学方面”的关系和促进数学教育改革的健康发展。进行教育数学的研究,可先从数学现实、数学难点、数学新点等方面着手,然后再进行理论体系建设。 相似文献
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高师数学教育是数学教师职前教育的基础和主要形式.当前高师数学教育中存在的主要问题：师范性未能很好突出,课程设置缺乏科学的指导,高等数学知识与初等数学教学脱节,实践环节薄弱,对数学教育研究不够.新一轮高师数学教育的改革思路：正确理解高师数学专业的培养目标,设置科学的课程结构,改进教学方法,强化高等数学与初等数学的联系,强化数学应用性和数学思想方法教学,强化教学技能训练和实践环节,加强数学教育研究. 相似文献
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李桂荣 《南昌教育学院学报》2010,25(5):128-129
数学从小学到高中被作为三大主科,在大学时,又是理工类学生必修之课,由此可见数学是非常重要的。我国提倡素质教育,因此数学教学中也要进行素质教育。本文从数学教育中创新思维能力的培养、数学教育中学生智力发展的培养、数学教育中德育的培养、数学教育中人文素质的培养以及数学教育中美育价值的培养这几个方面对数学教育中的素质教育进行了分析。 相似文献
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Poor matriculation mathematics results in Bophuthatswana led us to make exploratory efforts to identify possible non-pedagogical factors responsible for such results. Two small scale studies were carried out to examine relationships of socio-personal variables to mathematics achievement. Study 1 looked into the impact of socioeconomic background, school alienation, sex, self-concept and attitude toward mathematics on mathematics performances of secondary school pupils, while study 2 was aimed at examining relationships of dogmatism and mathematics anxiety to mathematics achievement of first-year university students. The data of these two studies invite the attention of mathematics educators to the importance of attitude toward mathematics, mathematics anxiety, and dogmatism in mathematics achievement of Bophuthatswana secondary school and university students. 相似文献
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This study examined the relationships between university mathematics classroom environments, mathematics beliefs, and achievement in the context of mainland China. As a type of affect in mathematics learning, mathematics beliefs including mathematics conceptions and efficacy were examined as mediators. Based on analysis of a sample of 1443 undergraduate students from a university in northern China, the study not only found that the mathematics classroom environment was associated with both affective and cognitive mathematics outcomes, but also confirmed the mediating role of mathematics beliefs. Specifically, a desirable classroom environment was related to students’ cohesive conceptions, enhanced self-efficacy, and higher mathematics achievement. In contrast, students’ perceived difficulty of learning mathematics was connected to their fragmented conceptions, reduced self-efficacy and lower mathematics achievement. Implications of the study are discussed. 相似文献