G．H．哈代的数学观及其当代数学教育意义——兼论我国中小学《国家数学课程标准》的修改与完善

辨证地理解G.H.哈代的数学观，对当代数学教育和修订我国的《国家数学课程标准》极具启发意义。关于数学对象，哈代持极端的实在论观点，它有利于理解数学“主观的”客观实在性；关于数学本质，哈代持极端的完美主义，它有利于理解“为数学而数学”的理性追求和理性批判精神；关于数学证明，哈代持“内部的”和“外部的”两种证明的观点，它有利于理解数学的“整体观”和“文化功能”。     

论《数学课程标准》下的数学教学观

着重分析《数学课程标准》理念下数学教学观的本质。在此基础上,阐述教师在数学课堂中的主要任务。     

改革数学教学培养创新与实践能力--《国家数学课程标准》学习体会

<国家数学课程标准>(以下简称<标准>)的最大特点是把人的身心健康、全面素质发展作为数学课程教育的首要目的,同时试图改革教师单一讲授、学生被动接受的教学方式,努力引导学生主动探索、积极思考与合作学习.数学教育的重心也将转向如何教会学生将实际问题转化为数学信息,并运用数学能力去加以解决.     

《国家数学课程标准》与小学数学教师素质

一、《国家数学课程标准》简介 　　2000年 3月，北京师范大学正式出版了义务教育阶段《国家数学课程标准 (征求意见稿 )》 (以下简称《标准》 )。本标准的制定，结束了我国数学教育中对数学教学大纲修修补补的时代，具有全新的意义。 　　《标准》分为上、中、下三篇：上篇，基本理念；中篇，课程目标；下篇，课程实施建议。在“课程目标”篇中，按发展性领域和知识技能领域划分目标，同时按不同学段 (1— 3年级、 4— 6年级、 7— 9年级 )提出具体的目标要求。“课程实施建议”中，从教学建议、评价建议、教材编写建议三个方面对不同的…     

大众数学 数学文化 数学教育——兼评《数学文化与数学课程》

本文在评论《数学文化与数学课程》的基础上,提出数学文化是人类文化的重要组成部分;数学课程要反映数学的文化内涵;数学教育旨在传承数学文化的大众数学教育理念。     

让数学贴近生活——学习《国家数学课程标准》体会

传统数学突显其学科属性，使数学教学被赋予了浓厚的学科色彩。单纯的知识传授导致了教学内容抽象单调，教学过程严肃乏味，不能触动学生的心灵世界，不利于激发学生的学习兴趣。爱因斯坦曾经说过：“兴趣是最好的老师”。而传统数学在很大程度上忽视了学生的学习情感(包括兴趣)，因此，教学效果并不十分理想。《义务教育阶段国家数学课程标准的征求意。     

数学课程标准的数学观与数学教育观

新一轮基础教育改革的理念,是数学观的现代演变和数学教育研究深入发展的直接体验,集中体现了数学教育的时代特征。深刻解读《数学课程标准(实验稿)》     

《数学课程标准》中的数学史及数学文化

阐述新的《数学课程标准》中数学史及数学文化内容的设置,分析其产生背景、相应教材的构成及问题。并对有关教学提出建议。     

学习动机与《国家数学课程标准》之关联

人的行为总是由一定的动机所驱使。《国家数学课程标准》的制定这种行为也遵循一定的动机。为此,作者从学习动机对编制《标准》的指导意义与编制如何体现学习动机及其理论两个角度深入探讨两者之间的关系。     

数学的文化性教育与人文素质的培养

本文根据数学的特点,挖掘其蕴含的文化价值,从而剖析数学的文化性在品德、个性、智力、习质、态度、意志、精神等人文素质中的地位和作用.进一步强调数学教育不可忽视其文化性意义.     

《义务教育阶段数学课程标准》中的后现代主义课程观

本文概述了后现代主义课程观的基本观点，并以此为基础，分析了《全日制义务教育教学课程标准》在系统开放性、不确定性和多样性、复杂性和建构思想、课程目标和权威性等四个方面如何体现后现代主义课程思想，借以提高对《全日制义务教育数学课程标准》的认识和理解。     

数学体验教育及其教学操作

体验是人克服“有威胁性生活情境”的过程。数学教学中的体验教育,就是教师利用学生学习中遇到的“学习困难情境”,促进和帮助学生克服困难,最终达到使他们实现对知识的有效意义建构。数学体验教育在操作上有三个环节:(1)创设困难情境,使学生面临的困难处于其“最近发展区”;(2)克服困难,要充分发挥学生的主动性、积极性和创造性,鼓励自主探索,提倡协作交流;(3)进行反思,就是对困难的创设和解决过程本身进行反思。     

Conditions for linking school mathematics and moral education: A case study

In recent years the mathematics education research community has undergone a social turn towards a greater interest in the values and broader educational purposes of mathematics education, including issues of social justice and citizenship education. Building on these developing interests, this paper presents a conceptual framework that links the teaching of school mathematics with moral education. Then, in a case study involving two countries, England and Canada, this framework is used to explore the affordances and constraints faced by mathematics teachers in those countries if they want to intentionally practice moral education in the classroom.     

The popularization of China’s higher education and its influence on university mathematics education

This paper introduces the current situation of the popular Chinese university education, points out the impact of popularized Chinese higher education on its university mathematics education, and presents the actualities and existing problems of university mathematics education research in China.     

Digital resource developments for mathematics education involving homework across formal,non-formal and informal settings

The aim of this paper is to explore further an under-developed area – how drivers of curriculum, pedagogy and assessment conceptions and practices shape the creation and uses of technologically based resources to support mathematics learning across informal, non-formal and formal learning environments. The paper considers: the importance of mathematics learning in informal and non-formal as well as formal settings; how curriculum focuses on pedagogy supporting these needs, contrasting this focus in England and Serbia; and in these contexts, the roles of homework, the potential of technologies and the roles of the teacher. Technological developments to support mathematics learning for 11- to 14-year-old pupils in the two countries are explored and contrasted, and ways that recent developments inform our understandings of formal, informal and non-formal learning through learning activities, learning support and settings are modelled. The conception of ‘extended pedagogies’ is introduced; implications are outlined.     

A meta-analysis of comparative studies on Chinese and US students’ mathematics performance: Implications for mathematics education reform and research

US and China are reforming mathematics teaching by shifting from students’ attainment of facts and procedures toward development of competencies in reasoning, communication, connections, and problem solving, and application of these in real life contexts. Differences in students’ overall performance, curricula, and teachers’ knowledge and instruction between US and Eastern Asian countries are often used to support US reform with two obvious limitations. First, their performance has not been delineated into specific areas which raise questions about whether overall higher Asian mathematics performance over US is also evident in the specific US reform competencies. Second, Asians are often used as an indiscriminate group with inattention to different schooling and non-schooling factors between countries that might contribute differently to performances. This meta-analysis examines US and Chinese student mathematics performance studies and identifies the strengths and weaknesses in overall and specific competencies. It raises questions about theoretical assumptions, discusses limitations of research designs, and proposes research that may lead to a critical understanding of the quality of mathematics learning.     

The mathematical discourse of 13-year-old partnered problem solving and its relation to the mathematics that emerges

This paper, written within a discursive perspective, explores the co-shaping of public and private discourse, and some of the circumstances under which one occasions the other, in the evolution of mathematical thinking by pairs of 13-year-olds. The discourse of six pairs of students, engaged in interpreting and graphing problem situations involving rational functions, was analyzed by means of recently developed methodological tools. The nature of the mathematics that emerged for each pair was found to be related to several factors that included the characteristics of the interpersonal object-level utterances both before and after the solution path had been generated, the degree of activity of the personal channels of the interlocutors, and the extent to which the thoughts of participants were made explicit in the public discourse. The analysis of the discursive interactions provided evidence that adolescents within novel problem situations can experience some difficulty in making their emergent thinking available to their partners in such a way that the interaction be highly mathematically productive for both of them. This revised version was published online in July 2006 with corrections to the Cover Date.     

日本新修订高中学习指导要领与理科课程的新变化

2009年3月日本文部科学省公布新修订《高中学习指导要领》,高中阶段的理科课程设置结构、课程类型、修业方式均出现了新的变化,不仅新设了科学与人类生活和理科课题研究两门综合性的课程,而且物理、化学、生物、地学各科课程的目标、内容构成以及学习方式也在新课程理念的影响下发生了新的变化。     

中国传统群育思想及其现实意义

中国传统教育理念一直主张敬业乐群、修己善群。民国时期群育被列入教育方针。我国港澳台地区及新加坡现行教育目标中仍鲜明地提倡群育。当前,加强群育并赋予其以新的内涵,有助于校正教育上的偏差,丰富教育理论,促进人的全面发展。