经历学习过程 体验数学学习

文章主要阐述了怎样在学生学习过程中凸现“经历学习过程”、“在体验中获得经验”这一“课标》中的新理念。从经历主动建构的过程、体验丰富多彩的数学活动和形成富有个性．体现多样化学习需求的数学学习过程三个方面进行了陈述，并且通过一些具体事例的描述论证了以上的观点．表述了“让学生经历学习过程，充分体验数学学习，感受成功的喜悦，增强信心，从而达到学会学习的目的”的观点，以期推动课改的进程。     

Information processing and mathematics learning difficulties

Abstract

Successful mathematics learning requires the efficient processing of the information that defines the arithmetic tasks. Information processing relates to the ways in which individuals make sense of, or interpret, the information to which they are exposed.

The present study examines four aspects of information processing and their relationship for whole number computation for third and fifth grade students. The aspects included students’ ability to (1) manipulate numerals, (2) encode number sentences , (3) recognise order among numbers and (4) perform an arithmetic procedure.

Information processing in each area correlated with computational skill. At risk students were less efficient in their information processing. As well, the complexity of the numerical information affected how well the students could use it. The more complex the numerical information was, the greater the load it placed on the learner. The implications for diagnosing low mathematics achievement are discussed.     

ICT,learning and primary mathematics

A report of a decline in the extra-curricular activities available to the children in a West London junior school is presented. Using interviews with the school staff as evidence, reasons for the decline and its wider implications are discussed.     

小学数学学习习惯培养的实践探索

习惯是个人在成长过程中逐渐养成且不易改变的一种行为或者倾向,小学阶段是人们学习和成长的重要时期,养成良好的学习习惯,不仅能帮助人们树立正确的思想道德观念,更对人们以后的成长具有重要的意义。本文主要阐述了目前我国小学生数学学习习惯的现状,从四个方面探讨了如何培养小学生养成良好的数学学习的习惯。     

Cognitive conflicts in mathematics learning

The paper describes research results on how students’ conceptions conflict and change in the process of learning mathematics. There are conflicts within the learner which can be explained as developmental conflicts. Some of them seem to be age-dependent (U-shaped behavioral growth: a global view gets destroyed into a chaos and grows up again as a structured view), and others seem to be fundamental as gaps between two types of concepts (spontaneous versus scientific in the sense of Vygotsky). A third kind of conflict appears when the learner expands the boundaries or exceeds the limits of a concept which was successful till then in the limited version. Conflicts between the learner’s concept and an outside concept originate from communication problems. Both the learner and the teacher may have correct concepts but there is a mismatch of understanding because of thinking in different frames.     

数学学习过程的RMI模式

通过对数学具体内容学习范例的分析，论述了数学学习过程的RMI模式，并探其提高深究习效率的途径。     

领悟数学学习方法

文章从数学学习方法的几个常规手段着手,指出数学学习方法不仅包含有数学学习形式上的方式方法,更重要的是数学学习过程中的领悟。     

The pupil's view of mathematics learning

This article reports an exploratory study which set out to examine how 14-year-old pupils perceive good and bad learning experiences in school. In particular, it describes the significant features in learning experiences which were associated with mathematics. Eighty-four pupils were asked, in semi-structured interviews, to tell stories about times when they had felt particularly good or particularly bad when learning. A story consisted of a critical event actually experienced by the pupil and what the pupil had felt at the time. The structure of the interview used and the means by which the qualitative data were analysed are discussed, as well as the main findings of the research.     

Relationships between learning environment and mathematics anxiety

We investigated relationships between the learning environment and students’ mathematics anxiety, as well as differences between the sexes in perceptions of learning environment and anxiety. A sample of 745 high-school students in 34 different mathematics classrooms in four high schools in Southern California was used to cross-validate the What Is Happening In this Class? (WIHIC) learning environment instrument, together with an updated Revised Mathematics Anxiety Rating scale. Mathematics anxiety was found to have two factorially-distinct dimensions (namely, learning mathematics anxiety and mathematics evaluation anxiety) which yielded different patterns of results for sex differences and anxiety–environment associations. Relative to males, females perceived a more positive classroom environment and more anxiety about mathematics evaluation, but less anxiety about mathematics learning. Some statistically significant associations were found between anxiety and learning environment scales for learning mathematics anxiety but not for mathematics evaluation anxiety.     

数学学习兴趣培养与提高

"一切数学来源于生活,来源于生活的现实。"把数学问题转化为生活问题模型,让学生在兴趣和生活中学好数学。     

Developing a mathematics curriculum to improve learning behaviors and mathematics competency of children

The authors investigated the effect of a mathematical curriculum (CU) developed based on verbal and practical activities on the mathematical competency (MC) and learning behaviors (LB) of preschool children. In a quasi-experimental design, 60 children (5- to 6-year-old girls) were selected using the accessible sampling method. The children were randomly divided into an experimental group and a control group, and the relevant concepts were taught to the children in both groups. While the control group received the typical kindergarten education based on the usual textbooks and worksheets, the CU was taught to the experimental group. Structural equation modeling was used to model the data and statistical evaluation. The results demonstrated a significant difference between the two groups in MC and LB. The CU significantly improved MC directly, and indirectly through the improvement of LB (i.e., engagement and learning focus, verbal behaviors, and type of activity).     

Interaction and learning in mathematics classroom situations

An analysis of one ten minute episode in which three seven year-old students engage in collaborative small group activity is presented to explore the relationship between individual learning and group development. Particular attention is given to the establishment of a taken-as-shared basis for mathematical activity and to the attainment of intersubjectivity. From a perspective which treats communication as a process of active interpretation and mutual adaptation, learning as it occurs in the course of social interaction is characterized as a circular, self-referential sequence of events rather than a linear cause-effect chain. In addition, the relationship between individual learning and group development is such that the students can be said to have participated in the establishment of the situations in which they learned.     

浅谈高等数学的教与学

数学是一门比较抽象的学科,是一切自然科学的基础。在当今的社会,科技的进步和发展越来越要求人们更好地掌握和利用数学,数学成为了人们不可或缺的必需品。本文阐述了学习高等数学的意义,其对象和特点,以及教师如何教学生如何学的问题。