Using the Environment in Mathematics and Science Teaching: An African and Aboriginal Perspective

A strong case is made in this paper for the effective utilisation of the learner's environment for science and mathematics teaching in African, rural, and Aboriginal societies. Dwelling on the rich cultural heritage of indigenous, traditional, and rural settings, the paper attempts to explain why, and show how this heritage can be advantageously tapped and transferred to modern day mathematics and science classrooms and laboratories. The need for the integration of school science and mathematics with the lived experiences of learners in indigenous cultures where factors such as folklore, myths, legends, and taboos play powerful roles is also discussed. Integrating the environment into school teaching/learning, the paper argues, would contribute to an effective mathematics-science-environment-society interaction. Additionally, the approach could boost enrolment and performance in mathematics and science for students from indigenous cultural backgrounds, many of who shy away from these areas of study in present-day schools.     

Integrating Western and Aboriginal Sciences: Cross-Cultural Science Teaching

The article addresses issues of social power and privilege experienced by Aboriginal students in science classrooms. First, I present a rationale for a cross-cultural science education dedicated to all students making personal meaning out of their science classrooms. Then I describe a practical research and development project, Rekindling Traditions: Cross-Cultural Science & Technology Units, that modestly illustrates cross-cultural science teaching for years 6–11, in which Western and Aboriginal sciences are integrated. This integration is discussed in terms of the Rekindling Traditions units, including the assessment of students.     

An Experiment in Using the Internet in Teaching and Learning Mathematics

Journal of Science Education and Technology - This article describes how the world-wide web is currently used by a mathematics educator. The author describes a multi-phase teaching experiment...     

Integrating the Learning of Mathematics and Science Using Interactive Teaching and Learning Strategies

To help students grasp the intimate connections that exist between mathematics and its applications in other disciplines a library of interactive learning modules was developed. This library covers the mathematical areas normally studied by undergraduate students and is used in science courses at all levels. Moreover, the library is designed not just to provide critical connections across disciplines but to also provide longitudinal subject reinforcement as students progress in their studies. In the process of developing the modules a complete editing and publishing system was constructed that is optimized for automated maintenance and upgradeability of materials. The result is a single integrated production system for web-based educational materials. Included in this is a rigorous assessment program, involving both internal and external evaluations of each module. As will be seen, the formative evaluation obtained during the development of the library resulted in the modules successfully bridging multiple disciplines and breaking down the disciplinary barriers commonly found in their math and non-math courses.     

HPM视角下的高等数学教学

本文通过极限和悬链线的教学片段，提出高等数学教学中的HPM问题，认为历史文化向度的数学教学可以起到增加数学课堂趣味性、预见和解释学生的学习困难、让学生领会数学价值、领略数学美的重要作用。     

语言视角下的数学教学

积极开展数学教学与学习活动的语言研究是数学教育深入发展的必然要求。主要包括:第一,数学学习在很大程度上可以看成一种语言学习,我们应注意分析这种活动的文化含义;第二,教师在教学中应当很好地处理日常语言与数学语言之间的关系,特别是,我们既应对学生的非正规解释持接受与理解的态度,又应注意维护数学的正式意义;第三,在注意培养学生"符号感"的同时,数学教师也应努力发展自己的"语言意识"。     

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。     

中学数学教学目标技能化的透视与对策

历史与现实造成了数学教学存在只顾书本知识、运算技能和推理技能方面目标而忽视其它方面目标的技能化倾向，这种倾向极大地限制了学生思维等各种能力的发展。为此，我们需要完善教学评估机制，增大教学的研究性成分，调整教学的着重点。     

College Science, Mathematics, and Methods Teaching Faculty Talk About Science and Mathematics: An Examination of Faculty Discourse in a Reform-Based Teacher Preparation Program

In this study discourse and conversation analyses were performed on talk by science and mathematics teaching faculty participating in reforming content courses for teacher candidates participating in a mathematics and science teacher preparation project (upper elementary and middle level). The context of the study was the Maryland Collaborative for Teacher Preparation (MCTP), a National Science Foundation funded project in the USA. The study's goal was to explore the use of discourse and conversation analyses as ways to understand faculty beliefs concerning mathematics and science, two disciplines the MCTP project aimed to connect. Discussion focused on two areas: (1) the comparison of the discourse on science and mathematics by the science, mathematics, and pedagogy content specialists, and (2) the impact of collaboration on the science and mathematics teaching faculty's conversation on science and mathematics. An implication of this study is to promote the analysis of talk as way to inform and direct faculty transformation in science and mathematics teacher education programs. Future research is recommended.     

谈文科高等数学的教学

从数学与哲学、语言学、史学、美学等学科密切联系的角度,阐述了数学的人文价值;通过对数学学科的发展和应用方面的论述明确了高等院校文科专业开设高等数学的重要性.分析了当前文科学生学习高等数学的心理状况,提出关注数学精神的培养、加入数学史的教学内容及采取形式多样的教学形式等改进文科高等数学教学的建议.     

Developing a Managed Learning Environment Using 'Roundtables': An Activity Theoretic Perspective

To support and continue the motivation of participants in virtual learning environments it is important to achieve a successful learning atmosphere. Therefore, it is necessary to reach the participants on a personal level and to perceive their personal needs and emotions when conversing with them. These factors of learning motivation depend on the individual perception of virtual, text-based communication. The coding and encoding of purely, text-based language requires an enormous amount of compensation with regard to the absence of all verbal means of communication. For this reason it is important to determine the existence of any gender differences in the compensation for non-verbal communication or in the perception of text-based communication. In this study the gender gap in the perception of text-based communication was evaluated. The individual production and perception of text-based communication could be one reason for the decrease in the number of female participants in the majority of virtual learning environments. The objective of this survey was to define the characteristics of text-based communication, which then gives an indication of the condition of male and female participants of virtual learning environments. The results of this study provide information in relation to individual gender interpretation and production of written messages, as well as the implementation of measures which support the motivation to learn.     

Values in Science: An Educational Perspective

Science is not value-free, nor does it provide the only model of objectivity. Epistemic values guide the pursuit and methods of science. Cultural values, however, inevitably enter through individual practitioners. Still, the social structure of science embodies a critical system of checks and balances, and it is strengthened by a diversity of values, not fewer. Science also exports values to the broader culture, both posing new values- questions based on new discoveries, and providing a misleading model for rational decision-making. Science teachers who understand the multi-faceted relationship between science and values can guide students more effectively in fully appreciating the nature of science through reflexive exercises and case studies.     

Preservice Secondary Education Majors and Visual-Spatial Perception: An Important Cognitive Aptitude in the Teaching of Science and Mathematics

Journal of Science Teacher Education -     

网络环境下的小学数学课堂教学

运用网络化教学手段构建充满生命力的教学体系是当前教学改革的一项重要举措。网络环境下的小学数学教学,为学生提供了与现代数学教学接轨的平台。网络技术的先进性和时代性,逼真地营造和创设出不同的生活情景．让学生轻松地接触到现实社会的生活景象,缩短与现实社会的距离,感受现实生活的数学化。     

数学探究教学的条件:认识论的视角

探究既是学习的主要特点,也是新课程改革所倡导的学习方式.教学是一种特殊的认识活动,认识论的视角有助于深化对数学探究教学的认识.必要的认知冲突、适度有效的教师引导、相应的知识能力准备、较强的反思监控能力是实现学生主动建构的基本条件.     

儿童立场：基于多元智能理念下的数学教学

“童话教育促进儿童多元智能发展的研究”课题以儿童为本位、以课堂为主阵地研究童话促进儿童多元智能的发展。作为数学教师,除了要解读文本,探寻教材的深度、广度、厚度外,更多的应研究儿童．探究多元智能在数学教学中的作用。从解读儿童的经验留存、研究儿童的个性差异、探寻学生的认知风格、思考学生的学习障碍等方面挖掘儿童的潜在智能,让儿童立场成为多元智能起飞的跑道。     

建构主义视野下高等数学的教与学

建构主义是新一轮数学教育改革的理论基础。在分析高等数学教学的现状和存在的主要问题的基础上，以建构主义理论为指导进一步探讨了高等数学的课程观、学习观和教学观。     

An Account of a Teacher's Perspective on Learning and Teaching Mathematics: Implications for Teacher Development

This report presents an account of one teacher's mathematics teaching and a perspective that underlies his teaching. Nevil was a fifth grade teacher participating incurrent mathematics education reforms in the United States. Through the account, we make distinctions about teachers' thinking and practice that can inform teacher education efforts. We constructed an account by analyzing four sets of classroom observations and interviews. We observed that Nevil decomposed his understandings of the mathematics into smaller components and connections among those components. He created situations that he believed made those components and connections transparent and attempted to elicit those connections from the students. This account illustrates a practice that is different both from traditional practice and the type of practice that we would envision as a goal for teacher development. We contribute two important aspects of mathematics teacher development from traditional to reform-oriented teaching. In particular, we describe teachers' perspectives – assimilatory structures that constrain and afford (a) the sense they make of professional development opportunities and (b) their potential learning in teacher education settings. This revised version was published online in August 2006 with corrections to the Cover Date.     

论提高高等数学教学的科学性和艺术性

高等教育本质上应该是一种素质教育,高等数学是理工类的一门很重要的基础课程,针对高等数学教学中存在的教师“难教”、学生“难学”的情况,如何在新的形势下提高教学质量就显得尤为重要。因此,有必要对目前高等数学教学的科学性和艺术性及其提高措施进行探讨。     

谈数学教学语言的科学性与启发性

阐述了数学教师应当如何通过教学语言来获得数学教学的成功。