Seventy five years of the International Commission on Mathematical Instruction

The origins, history, work and aims of the International Commision on Mathematical Education are described.     

加强中外数学教育交流--从了解ICMI开始

国际数学教育委员会(International Commission on Mathematical Instruction)是国际数学联盟(International Mathematical Union)的一个分支机构.ICMI的活动接受IMU的指导,并由IMU提供活动经费.在加强中外数学教育交流方面,应采取以下一些措施:(1)建立国际数学教育委员会中国分会;(2)建立中外数学教育交流网站;(3)争取举办国际数学教育大会等.     

The Work of the International Electrotechnical Commission

The IEC has a large number of technical committees and sub-committees working in the fields of electrical, electronic and radio engineering. Many of these committees are doing work which is relevant to educational technology. However, in many cases only a small part of their work is of interest to us. Because most of the work which is relevant to educational technology is in the field of interest of IEC TC60, a special sub-committee under TC60 was established for education.     

The Collaborative Programme Between CTS,ICMI and UNESCO

Previous research has highlighted challenges associated with embracing an inquiry approach to science teaching for primary teachers, often associating these challenges with insecurity linked to the lack of content knowledge. We argue that in order to understand the extent to which primary student teachers are able to embrace science teaching informed by scientific literacy for all, it is important to take into account various, sometimes competing, science teacher and primary teacher Discourses. The aim of this paper is to explore how such Discourses are constituted in the context of learning to teach during a 1-year university-based Post Graduate Certificate of Education course. The empirical data consist of semi-structured interviews with 11 student teachers. The analysis identifies 5 teacher Discourses and we argue that these can help us to better understand some of the tensions involved in becoming a primary teacher with a responsibility for teaching science: for example, in terms of the interplay between the student teachers' own educational biographies and institutionally sanctioned Discourses. One conclusion is that student teachers' willingness and ability to embrace a Discourse of science education, informed by the aim of scientific literacy for all, may be every bit as constrained by their experience of learning science through ‘traditional schooling’ as it is by their confidence with respect to their own subject knowledge. The 5 Discourses, with their complex interrelations, raise questions about which identity positions are available to students in the intersections of the Discourses and which identity positions teacher educators may seek to make available for their students.     

数学思想及其教学之我见

从一个崭新的角度分析了“数学思想” ,并对其基本特征进行了揭示     

国民党训政时期的中政会

训政时期中政会作为国民党训政的最高指导机关和党政间的"惟一"连锁与枢纽,从政治上、组织上保证了国民党对训政大权的垄断和对国民政府的有效控制,成为国民党一党专政和以党治国的重要工具。训政时期也是中政会形态最完备、组织最健全、作用发挥最充分的时期。     

The Impact of a Professional Development Program on Teachers' Mathematical Knowledge for Teaching,Instruction, and Student Achievement

In this paper, we describe findings from a three-year evaluation of a well-developed mathematics professional development program that is commercially available on a wide scale. The professional development is designed to improve teachers' mathematical knowledge for teaching and to enable them to elicit more student thinking and reasoning during mathematics lessons. Specifically, it focused on helping teachers (a) learn more mathematics, (b) understand how children learn math, (c) use formative assessment to develop insight into what specific students know and do not know, and (d) develop effective classroom instructional strategies that enable student problem solving. Participants included 105 fourth- and fifth-grade teachers teaching in 19 low-income schools within a single district. Teachers were randomly assigned within schools either to a “business as usual” control group or to receive the professional development. The training consisted of a week-long summer institute and four to six in-service days during the school year. The training was run by full-time trained associates. We find some limited evidence of positive impacts on teachers' mathematical knowledge for teaching, but no effects on instructional practice or student outcomes.     

Seventh International Congress on Mathematical Education

Seventh International Congress on Mathematical EducationAugust 17–23, 1992     

多媒体技术引入数学教学的优势与误区

集文字、声音、图像、动画于一体的多媒体技术以网络技术在教育教学中的应用已被广泛重视，越来越多的人意识到信息技术是教学的重要技能之一。然而，不少教师在具体的教学活动中并没有把多媒体的优势充分发挥出来。笔者认为：每一个运用现代教育技术进行教学的数学教师都应该明确多媒体技术引入数学教学的优势与误区。因此，本文不揣浅陋，抛砖引玉，以期供同探讨。一、多媒体技术引入数学教学的优势１节奏快、容量大、反馈及时、课堂效率提高使用信息技术辅助教学可加快课堂教学节奏，扩大课堂容量，提高效率。几乎在教学的每一个环节上…     

关于数学精神、数学思想与数学素养的辨析

当前在数学教育中,数学精神、数学思想、数学素养等概念尚无公认的界定.研究者对一些"热点"概念不断地做着"加法",导致定义模糊,外延泛化,不利于教师对数学本质的认识,更难以对数学教育有着根本性的把握.只有追根溯源,明晰数学本质及数学教育的根本追求,厘清数学精神、数学思想、数学素养概念,理顺相互关系,方能准确、深入地认识数学以及数学教育.     

关于数学精神、数学思想与数学素养的辨析

当前在数学教育中,数学精神、数学思想、数学素养等概念尚无公认的界定.研究者对一些"热点"概念不断地做着"加法",导致定义模糊,外延泛化,不利于教师对数学本质的认识,更难以对数学教育有着根本性的把握.只有追根溯源,明晰数学本质及数学教育的根本追求,厘清数学精神、数学思想、数学素养概念,理顺相互关系,方能准确、深入地认识数学以及数学教育.     

基于认知负荷理论的数学学优生教学

虽然"因材施教"是教学的一般原则,但是在现实的教学环境中,学优生与普通生同处一个课堂,难以分别接受两种完全不同的教学方案.这时,教师往往只能通过练习环节给予学优生针对性的教学.为此,我们首先从认知负荷理论的角度分析了学优生数学能力优异的内在原因.然后在此基础上讨论了怎样的教学方式适合学优生,怎样的教学方式适合普通生.最后说明教师应如何为学优生设计练习,从而达到因材施教之目的.