高等代数观点下的中学数学问题研究

运用高等代数的理论、方法、思想与观点剖析中学数学相关内容的若干问题,加强课程教学中理论联系中学数学实际,探索高等数学观点对中学数学教学的指导作用,深化理解中学数学的相关内容,促进高中数学新课程的改革与实践。     

如何搞好普通高师院校数学专业英语教学之探讨

“数学专业英语”对于在校大学生的学习具有重要意义,其教学也有与其他课程不同的特点。对普通高师院校数学专业英语教学现状进行了全面分析,结果表明：目前专业英语教学存在教材不完备、教学定位不明确、教学模式单一、现有师资水平不高等问题。并且,就专业英语教学如何加强教材建设,改进教学模式,加大师资培训力度等提出了建设性意见。     

Hands-on mathematics: two cases from ancient Chinese mathematics

In modern mathematical teaching, it has become increasingly emphasized that mathematical knowledge should be taught by problem-solving, hands-on activities, and interactive learning experiences. Comparing the ideas of modern mathematical education with the development of ancient Chinese mathematics, we find that the history of mathematics in ancient China is an abundant resource for materials to demonstrate mathematics by hands-on manipulation. In this article I shall present two cases that embody this idea of a hands-on approach in ancient Chinese mathematics, at the same time offering an opportunity to show how to utilize materials from the history of Chinese math in modern mathematical education.

A participatory approach to the identification of measures of number sense in children prior to school entry

The research reported in this paper used a modified Delphi procedure in an attempt to establish a consensus on tasks proposed to assess components of number sense identified as essential for early mathematics success by a broad range of academics with expertise in the area of early mathematics. Tasks included as measures of these components were based on assessment tasks developed by early mathematics researchers. Eighteen questionnaires were returned by academics from Australia, the UK, New Zealand, The Netherlands and the USA, all with published work in the areas of early mathematics and/or number sense. Both the proposed components and tasks in the questionnaires were limited to the number domain. The study revealed considerable agreement with a number of the proposed tasks and thus provided a way forward for the development of an early number sense assessment to be trialled with young children prior to their first year of formal schooling.     

数学史:从象牙塔到小学课堂

数学史走进小学数学课堂是一种必然。教师、学生、教学内容是课堂教学的三要素,数学史可以通过这三要素,给数学课堂注入数学的深刻和历史的厚重。数学史在小学课堂中的运用有链接式和融入式两种方式,由链接式到融入式需要教师进行艰辛的再创造。     

数学活动的特质与有效教学策略

数学活动具有内隐性、数学化、层次性、平衡性等特质。有效的数学活动教学要求要重视数学的"再创造"、基于学生已有的知识和经验、加大数学活动的探索性成分、引导学生"数学地思维"和"做数学"。     

小学数学课堂教学设计的问题与对策

小学数学课堂教学设计的现状令人担忧,主要存在信息堆积、静态知识梳理、学生被工具化等问题。小学数学教师在进行课堂教学设计时应该避免"信息堆积"而实现"文本理解",避免"静态知识梳理"而实现"动态思维历程",避免"视学生为工具"而实现"学生主体性回归"。     

基于灰色关联分析的高等数学教学质量评价

教学评价是高等数学教学工作的一个重要组成部分,学生对教师合理而有效的评价可提高高等数学课程的教学质量。本文依据相关的文献,建立用以评估高等数学教学质量评价的指标体系,利用层次分析法确定指标权重,采用灰色关联分析对教师的高等数学教学质量进行综合评价。以期为高等数学的课程改革和提高教学质量提供参考。     

A categorization of the “whys” and “hows” of using history in mathematics education

This is a theoretical article proposing a way of organizing and structuring the discussion of why and how to use the history of mathematics in the teaching and learning of mathematics, as well as the interrelations between the arguments for using history and the approaches to doing so. The way of going about this is to propose two sets of categories in which to place the arguments for using history (the “whys”) and the different approaches to doing this (the “hows”). The arguments for using history are divided into two categories; history as a tool and history as a goal. The ways of using history are placed into three categories of approaches: the illumination, the modules, and the history-based approaches. This categorization, along with a discussion of the motivation for using history being one concerned with either the inner issues (in-issues) or the metaperspective issues (meta-issues) of mathematics, provides a means of ordering the discussion of “whys” and “hows.”

基于信息技术的数学问题解决教学策略

数学是一门研究事物抽象的量及其关系的特殊学科,特别是随着以计算机和网络技术为核心的现代信息技术的迅猛发展,数学学科在本质上越来越表现出其特有的二重性.本文从数学思维的特征入手,探讨数学方法论指导下基于信息技术的数学问题解决教学策略.