| 数学·技术·数学教育 |
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| 作者姓名： | DavidLeigh-Lancaster |
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| 作者单位： | 维多利亚州课程和评价局,澳大利亚 |
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| 摘 要： | 数学可以部分地理解为是对数、逻辑、空间和结构的功能和模式的研究.技术发展和数学发展之间的联系贯穿整个历史.无论是以手持还是以计算机操作平台为基础,类似电子制表、动态几何系统、统计分析系统以及计算机代数系统等技术都提出了关于数学活动本质的问题.在广泛应用新技术以促进数学学习的准备中,有两个实际问题需要解决:教师的专业发展和恰当的教学资源的获得.
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| 关 键 词： | 数学 数学教育 技术 数学课程 |
| 文章编号： | 1004-9894(2004)04-0062-05 |
| 修稿时间： | 2004年8月29日 |
Mathematics Technology and Mathematics Education |
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| DavidLeigh-Lancaster.Mathematics Technology and Mathematics Education[J].Journal of Mathematics Education,2004,13(4):62-66. |
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| Authors: | David Leigh-Lancaster |
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| Abstract: | Mathematics could be described as a study of function and pattern in number, logic, space and structure. Developments in technology and mathematics had been linked throughout history. Technologies such as spreadsheets, dynamic geometry systems, statistical analysis systems and computer algebra systems, whether on hand-held or computer based platforms, raised important questions about the nature of mathematical activity. There were two substantial implementation issues for systems with respect to preparation for broader implementation of a new technology active mathematics study: teacher professional development and the availability of suitable teaching and learning resources and material. |
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| Keywords: | mathematics mathematics education technology mathematics curriculum |
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