科学发展观与数学教育——GH数学教育方式的基本精神和特征

"科学发展观"是引领我国经济社会发展全局的重大战略思想.如何在数学教育中贯彻科学发展观,是数学教育界广泛关注的热点问题.设计"高效和谐的数学教育方式"(GH)的初衷,就是在数学教育中,落实科学发展观."GH数学教育方式"是在"MM教育方式"实验研究的基础上设计的,是它的一个新发展.     

Six Leadership Models for Professional Development in Science and Mathematics

Journal of Science Teacher Education -     

基于数学模型的高等数学概念意象教学

概念是高等数学学习的基石,但是学生对概念的理解水平较低.本文介绍了概念意象的定义和特征,论述了高等数学教学中,利用数学模型建立概念意象、消除错误和解决实际问题,从而掌握概念.     

A Comparison of Professional Development Models for Teachers of Primary Mathematics and Science

The authors have been involved in two substantial Australian teacher professional development projects, with the Mathematical Association of Victoria and with the Science Teachers’ Association of Victoria, which focused, respectively, on a whole‐school professional development and an extended workshop programme. The research described in this paper explores the experiences of participants in these two programmes, in order to identify the advantages and limitations of each type of professional development model in supporting teacher development, and the different needs of teachers in relation to mathematics and science. The findings from a questionnaire, supported by participant interviews, show a range of differences in experience and outcomes due to programme style and subject area. These are used to suggest a developmental framework for conceptualizing teacher professional development needs.     

论数学教育的模糊性

无论从数学教育的观念、数学教育的内容、数学教学方法，还是从数学课程标准的理念等，数学都有其模糊性。同时，还认为数学模糊观应成为一种数学教育观。     

在概念教学中"学数学做数学用数学"

数学概念教学应以培养学生用数学的意识为指导，重视概念的生成过程，把概念学习变为“学数学、做数学、用数学”的过程，为此，在教学中应注意以下几点：（1）将学生带回现实中，（2）将学生带入问题中；（3）引导学生学习数学化；（4）在概念的实例中体会数学。     

儒家学习观与数学学习

我国数学教学背后有着优秀的文化传统,这一传统的主导主流——儒家思想在教育方面有许多瑰宝.儒家关于学习的论述既有一定的理论性,又有方法论的意义,深刻影响着我国学子的数学学习.努力使这一传统中的宝贵经验得以继承和发扬,对搞好当今的数学课程改革有着重要意义.     

数学概念在数学教学中不可忽视

在数学概念教学中，教师要发挥认识主体——学生的主观能动作用，让学生经历由感性到理性、再由认识到实践的完整的思维过程，这样不但使学生对所学概念有深刻的理解，而且也提高了分析问题、解决问题的能力。     

Linking Mathematics and Psychological Science

Abstract

We describe a successful collaboration between mathematics and psychological science faculty members to create a learning community for our students that linked sections of introductory mathematical reasoning and psychological science courses. The students in our learning community were in their second or third semester. The learning community is designed so that, throughout the semester, students regularly move across the border between the two linked disciplines by completing common assignments, including a group project. We modified our existing course topics and frameworks to be intentional about building connections between the courses.     

Connecting Science and Mathematics: The Nature of Proof and Disproof in Science and Mathematics

Disagreements exist among textbook authors, curriculum developers, and even among science and mathematics educators/researchers regarding the meanings and roles of several key nature-of-science (NOS) and nature-of-mathematics (NOM) terms such as proof, disproof, hypotheses, predictions, theories, laws, conjectures, axioms, theorems, and postulates. To assess the extent to which these disagreements may exist among high school science and mathematics teachers, a 14-item survey of the meanings and roles of the above terms was constructed and administered to a sample of science and mathematics teachers. As expected, the science teachers performed better than the mathematics teachers on the NOS items (44.1 versus 24.7%, respectively) and the mathematics teachers performed better than the science teachers on the NOM items (59.0 versus 26.1%, respectively). Nevertheless, responses indicated considerable disagreement and/or lack of understanding among both groups of teachers concerning the meanings/roles of proof and disproof and several other key terms. Therefore it appears that these teachers are poorly equipped to help students gain understanding of these key terms. Classroom use of the If/and/then/Therefore pattern of argumentation, which is employed in this paper to explicate the hypothesis/conjecture testing process, might be a first step toward rectifying this situation.     

浅谈数学概念教学

论述了数学概念教学 的有关理论，并从实践的角度阐述了数学概念教学需要注意的几个问题。     

“无穷概念”的数学描写

本文对无穷概念的数学研究作历史性回顾与研讨,目的在于探讨数学科学研究中的思想性与方法性,从而开拓数学思维。     

刘徽的唯物数学观——刘徽数学哲学思想浅析之一

本文对刘徽所著的《九章算术法》一书,从多方面阐述了刘徽对待数学的根本观点,即唯物数学观点,唯物数学观点是刘徽数学哲学思想的重要方面。     

数学概念学习探究

通过解析概念与数学概念的结构、类型,分析研究数学概念学习理论,结合数学概念形成过程和学生认知心理过程,提出教师先要认识概念的类型、结构,学生的认知水平、认知过程,然后选用正确的方法和策略帮助学生主动形成概念域、概念网络,主动构建其知识结构。     

数学概念对比教学的思考——滇西贫边少地区新课改调研材料之一

从贫边少地区新课改的调查中,从新老教材的对比中,数学概念的教学仍然是数学科学知识体系的基础,是数学基础知识的核心,是教学的重点内容,也是学生必须掌握的重要基础知识之一。数学概念是数学思维的细胞,是提高数学教学质量、实现教学目标的关键。因此在概念教学中,教师针对新老教材的体系,用对比的教学方法显得尤为重要。新课改理念下的数学概念教学较重视概念的形成过程,以启发发现为主,力图培养学生的主动性。同时也要继承传统教材中抓住概念本质,弄清概念之间的区分与联系。     

计算机科学中的数学──谈计算机专业数学的学习

本文讨论数学,特别是离散数学,在计算机科学中的重要性,它是计算机科学中基础理论的核心.以及在教学过程中就其内容及其与计算机实际应用进行讨论.     

数学是模式的科学

数学是模式的科学，数学模式的诸多特征反映了数学科学的特点。     

物理解题中的物理建模与数学建模

物理中所研究的对象大都是理想化模型,所以解题的关键在于建立模型。模型的建立分为物理建模与数学建模两种情况。近年来的考试很注重这两种能力的考查。下面分别就2001年理科综合24题和温州市二模的压轴题作一分析,以此来探讨这两种建模方法的合理构建。     

在物理教学中把握好物理模型与数学模型的转换

数学方法的运用是解决物理问题的重要手段,运用数学解决物理问题能力的培养是高中物理中学生 能力教育的目标之一．教师在物理教学过程中应强调数学思想的运用教育,因为这种思想的运用可使学生在 解题方面找到切入点．