高等数学“情境—问题”的教学实践——“数列的极限”教学案例

极限思想是高等数学中的重要思想,我们在数列的极限教学过程中,通过设置问题情境,加深了学生对极限概念的理解,培养了学生发现问题、分析问题、解决问题的能力。     

0.618的文化内涵

0.618神圣的黄金分割是世界上最美的数字,对0.618的研究可以追溯到古希腊时代。文章扼要阐述了0.618黄金分割的内涵,并介绍了0.618黄金分割在我们生活中的几个应用,使人们对生活、大自然、社会又有了另一层的理解。     

工科院校研究生数学教育创新体系的构建

分析了工科院校研究生数学教育体系中存在的问题,从课程设置、教学过程、评价体系、建立健全导师责权机制、完善过程监控和强化政策与条件保障等方面对新型创新体系的构建进行了研究,阐述了教师在教学过程中把握宽严相济原则对于新体系构建的重要性,论述了数学教育创新体系构建对提高研究生数学基础教育质量、培养符合时代要求的应用型研究生所具有的指导意义。     

浅析新课标下建设高中数学高效课堂的途径

众所周知,对于高中数学课堂教学来讲,大多数教师都是使用课堂传授的方式来进行知识的讲解,作为教学主要阵地而言,课堂教学的效率变成了对高中数学课堂质量的评价标准。自从实施新课程标准以来,关于高中数学教学课堂有关时间方面的把握,以及传授知识的高效性问题成为了当前高中数学教师所面临的最紧迫问题,也恰恰是能够建设高效率课堂的关键。     

类比推理在高中数学教学实践中的应用研究

类比推理是一种常用且科学的研究方法,长期以来在数学教学中得到普遍应用,他不仅是数学教学中的重要内容,更是高中数学考试中受到命题人热爱的一大考点。类比推理是一种以两个事物的某些相同属性作为判断前提,以试图找出更多其他属性方面的相同点的推理方式,同时也是一种从特殊推向特殊的推理方法。对学生的实际研究能力和判断推理能力以及相关的思维发散都能取得很好的培养作用,在高中数学教学实践中更是起着非常重要的作用,为教学注入新活力的同时又能为学生的解决问题提供新的思维模式。     

初等数学与密码学

在中学里,新学科永远是中学学生感兴趣的一点,特别是现在网络时代,密码学更是中学时代学生想去探究的学科。本文将从中学基础的因子、模、同余、最大最因数介绍起,到深层次的逆元、群、多项式逐一讨论,且立足于中学数学与信息技术两门学科,通过一个个例子把中学数学中所蕴含的密码学基础知识传输给学生,以提高了学生兴趣,并为其它学科的学习打下基础。     

新时期下小学数学课堂提出有效问题的能力培养

一个有效问题的提出,不仅能够在很大程度上激发学生进行积极思考,而且还能培养学生的思考意识。随着新课改的到来,对小学数学课堂提出有效问题的能力培养提出了新的要求。文章就学生问题意识培养、合理引导学生、积极创设问题情境等方面探索了提出问题的能力培养。     

情境教学在小学数学教育中的应用研究

数学新课程的教学设计尤其注重充分发挥学生的主体作用,这就要求教师要在教学中设计合适的教学情境和教学条件,充分调动学生的学习热情和动力,引导学生主动参与到教学之中。本文以情境教学在小学数学教学中作用、实现情境教学的方法和应注意事项为重点,对情境教学在小学数学教育中的应用开展了较为详细的研究。     

Comparing performance: a cross-national investigation into the teaching of mathematics in primary classrooms in England and China

This article presents initial findings from an empirical study of the effectiveness of mathematics teaching (EMT). The article explores the teaching of mathematics in two very different contexts: England and China. Within each country, the target cohort of pupils were those aged 9–10 and overall, 19 teachers, 10 from England and nine from China, participated in the study together with their pupils (n = 562). Two internationally validated instruments were used to collect the data and teacher behaviours were also measured systematically. In addition, structured observation was undertaken in classrooms in both countries. The results show that, on average, Chinese teachers scored higher on effective teaching measures and Chinese pupils outscored their English peers in the tests that were part of the study. This research project is currently collecting qualitative data but its findings, to date, reinforce the findings from previous research studies suggesting that certain teacher behaviours and classroom factors work effectively to improve student learning outcomes.     

Supporting English second-language learners in disadvantaged contexts: learning approaches that promote success in mathematics

In the Australian context, children living in disadvantaged circumstances, whose second language is English, are one of the groups at risk of failing in mathematics. This paper explores the impact purposely developed learning activities (Representations, Oral Language and Engagement in Mathematics Learning activities) have on pupils' mathematics outcomes in the first three years of formal schooling (Foundation, Year 1 and Year 2). The participating group (n = 461) comprised 328 English language learners and 133 mainstream pupils. To ascertain the impact of the learning experience, pre- and post-tests were conducted at the commencement and completion of each school year. The results indicate that all of the children significantly improved, with English as a second language pupils showing the greatest gains, and achieving norm-referenced expectations for their age.