谈高职院校如何提高高等数学教学效果——以教学内容和考核方式为切入点

面对高等职业教育中高等数学教学的现状,提高高职院校高等数学教学效果是一个亟待解决的问题。为此,要以教学内容与考核方式为突破口进行改革。教材方面,要选好教材,开设特色课程,充实新知识;考核方式方面,要做到平时考核与集中考核相结合,动手动脑相结合,尝试多种形式,以适应高职院校培养人才的需要。     

数学的对称美与数学创新

对称美在数学研究中有重要作用,它是数学创造与发现的美学方法之一.对偶是对称概念的拓广,我们提出用图表示数学元素的"对偶"的方法.这种方法有利于数学的学习和创新.     

航海类高职院校高等数学的教学改革

高职数学教学应本着以"必需、够用"为度的原则,结合专业实际,改革教学方法和手段,删繁就简,进行模块化教学.     

Curriculum Focal Points： A framework for pre-k-8 teachers＇ professional development

Trends in International Mathematics and Science Study raised the concern that the United States （US） mathematics teachers place less emphasis on topics and teach a variety of content strands （Goldsmith, Mark ＆ Kantrov, 2000; Kerachsky, 2008）. The overall pattern in the US mathematics classrooms today is that primary and upper elementary teachers cover numerous topics before students achieve mastery （Cogan ＆ Schmidt, 1999; National Center for Education Statistics, 1997）. To solve this problem, US teachers need to find ways to focus fewer curriculum and study topics with a more in-depth agenda. Curriculum Focal Points for pre-kindergarten through grade 8 mathematics： a quest for coherence （National Council of Teachers of Mathematics, 2006） provides a strong framework that may assist teachers in creating a more coherent and focused mathematics program for students. In this article, the authors discuss example lessons that were implemented and observed in pre-kindergarten, fourth grade and sixth grade classrooms during a year-long professional development program. The overarching goal of this program was to provide appropriate instruction for teachers to organize mathematics standards-based curriculum in geometry, algebra and measurement, using a curriculum that emphasizes a strong conceptual framework. As an outcome of this exploratory research agenda, the authors＇ intentions were to circulate ＂best practices＂ and encourage international connections and discussion when using Curriculum Focal Points （CFP） in global classrooms.     

HISTORY AS A PLATFORM FOR DEVELOPING COLLEGE STUDENTS’ EPISTEMOLOGICAL BELIEFS OF MATHEMATICS

The present study observed how Taiwanese college students’ epistemological beliefs about mathematics evolved during a year-long historical approach calculus course. On the basis of the characteristics of initial accounts, seven students were invited to participate in this study and were divided into two groups. An open-ended questionnaire, mathematics biographies, in-class reports, and follow-up semi-structured interviews served as instruments for identifying their epistemological beliefs. Furthermore, four randomly selected students from another calculus class constituted the control group. Results indicated that most of the students receiving this course exhibited relatively significant changes in their epistemological beliefs of mathematics, but trends and extents in their epistemological development varied across groups as well as individuals. This study identifies the potential relationships among the course features, initial beliefs, and the tendency of belief development, followed by a discussion of the mechanism of belief change and an afterthought on HPM approach.     

柯西不等式在中学数学中的应用

柯西不等式是《普通高中数学课程标准（实验）》选修系列中的一个重要不等式．其结构对称优美,在中学代数、三角、平面几何、平面解析几何中都有广泛应用．     

《应用数学》模块化教学模式探讨

针对高等职业教育特点,分析了高职《应用数学》课程在实现专业培养目标中的作用,探讨了高职《应用数学》课程改革的必要性、紧迫性,提出了《应用数学》模块化教学模式,包括：针对专业的模块划分及各模块的要求。     

论发展性数学学习的本质

基于对学习本质的现代意义的理解和数学学习基本特点的把握,从多视角认识数学学习的本质特征：数学学习是数学模型建构的过程,是不断提出问题与解决问题的过程,是发展数学能力的过程,是再创造的过程。     

现代信息技术在数学教学中的应用研究

阐述了现代信息技术在数学教学中的应用原则和应用模式,应用模式包括：PPT辅助传统讲授模式,利用“z＋z”促进学生探究模式,通过网络课堂推进学生自学模式。     

Gender differences in preschool children’s recall of competitive and noncompetitive computer mathematics games

This study investigated whether competitive and noncompetitive educational mathematics computer games influence four‐ to seven‐year‐old boys’ and girls’ recall of game‐playing experience. A qualitative analysis was performed to investigate what preschool children may have learned through their selective recall of game‐playing experience. A difference emerged in six‐ to seven‐year‐old boys’ and girls’ recall after playing a competitive computer mathematics game, such that boys tended to first recall the consequence of ‘winning and losing’ whereas girls of the same age focused on ‘friendship among animated characters’ in the game. Thus, the qualitative results suggest the possibility that selective attention or selective recall might be partially influenced by gender schemas. Based on the recall sequences, educational noncompetitive computer mathematics games may lead to a better learning outcome for older boys.