| 数学教育中的个性差异实验研究 |
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| 引用本文： | 徐斌艳.数学教育中的个性差异实验研究[J].数学教育学报,2002,11(3):78-83. |
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| 作者姓名： | 徐斌艳 |
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| 作者单位： | 华东师范大学,课程与教学研究所,上海,200062 |
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| 摘 要： | 在数学问题解决过程中学生会表现出各自不同的行为方式。这是因为，学生各自拥有的认知结构上的个性差异导致了学生的行为差异，他们或者偏向特征性思维，或者擅长功能性思维。特征性思维者在认知上主要看到的是构成问题的特点与形状，功能性思维者在认知上主要看到的是构成问题的各要素的功能。当问题的外在表征与学生的这种内在结构产生共鸣效应时，学生的学习将达到最佳状态。
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| 关 键 词： | 数学教育 功能性思维 个性差异 实验研究 特征性思维 数学思想 |
| 文章编号： | 1004-9894(2002)03-0078-06 |
| 修稿时间： | 2002年5月23日 |
Experimental Studies on Individual Cognitive Differences in Mathematics Education |
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| XU Bin-yan.Experimental Studies on Individual Cognitive Differences in Mathematics Education[J].Journal of Mathematics Education,2002,11(3):78-83. |
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| Authors: | XU Bin-yan |
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| Abstract: | Students had expressed different behaviors while mathematical problem solving. Our various experimental studies showed, the individual cognitive differences lead to the different mathematical behaviors. Some students prefered to predicative thinking, and the other was good at functional thinking. When resonance between external representation of problems and the internal cognitive structures would be aroused, the learning of the students would be very effective. This research would supply the curriculum reform in mathematics with a theoretical foundation. |
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| Keywords: | mathematics education functional and predicative thinking individual differences experimental studies |
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