Assessment of subtraction scene understanding using a story‐generation task

The present study used a new assessment technique, the story‐generation task, to examine students’ understanding of subtraction scenes. The students from four grade levels (110 first‐, 107 third‐, 110 fourth‐ and 119 sixth‐graders) generated stories under the constraints provided by a picture (representing Change, Combine or Compare scene) and a number sentence. The results showed that the Change scene was the most intuitive, and the students tended to reinterpret Combine and Compare scenes as a form of Change scene, even when they understood that the identity of the objects in the Combine and the Compare scenes was different. The number of students generating correct stories for the Combine scene increased through the elementary school grades while for the Compare scene the number of students generating correct stories remained fairly constant from Grade 3 to Grade 6. This study also examined students’ exposure to subtraction scenes in mathematics textbooks and discussed educational implications for supporting students’ understanding of subtraction scenes.     

关注过程的数学教学

关注数学过程,有利于更好地掌握知识与技能,培养主动探究的意识,增强应用的意识,形成良好的情感态度;在数学教学中应关注数学化的过程、问题解决的过程和反思的过程。     

以就业为导向的工商管理专业动态模块化教学探讨

以就业为导向,探讨动态模块化教学在工商管理专业中的应用。结合工作实践,探讨构建工商管理专业"以就业为导向,以能力为本位"的动态模块化课程体系,并提出模块化课程体系的实施措施。     

Teachers' approaches towards word problem solving: Elaborating or restricting the problem context

This contribution reports about a seven-month long video-based study in two regular Flemish sixth-grade mathematics classrooms. The focus is on teachers' approaches towards problem solving. In our analysis we distinguished between a paradigmatic-oriented (focus on the mathematical structure) and a narrative-oriented (focus on the contextual aspects of a problem) perspective on the problem-solving process. The findings have highlighted that the word problem-solving lessons were more dominated by a paradigmatic than a narrative approach and that interventions in which the relation between the mathematics structure and the realistic constraints of the problem context is addressed, were rare.     

Ecologies of participation in school classrooms

The concept of legitimate peripheral participation was developed by considering informal learning contexts. Its applicability to school classrooms is problematic. This is particularly so when teacher centred and decontextualised procedural practices predominate as they do in ‘usual school mathematics’ classrooms. By considering the nature of social practice, learning relationships, identity and participation in such classrooms in relation to legitimate peripheral participation as a construct, both these features and the construct itself are explored and critiqued. To understand the complexity and multidimensionality of participation in both formal and informal learning contexts, the concept of ecologies of participation is proposed.     

高三数学试卷评析两种模式的分析

试题评析是推动教与学进一步深化和提高教学质量的有效途径,对试卷评析的有效模式进行归纳总结,可以提高教学质量。根据不同的试题类型,可将试卷评析模式分为自主学习型模式和分层分类型模式。在试卷评析中交互使用两种模式,调动学生的积极性,达到师生互动,讲练结合,帮助学生更好地掌握所学知识。     

小学数学三维目标教学的过程评价策略

在小学数学教学过程中,如何以三维目标中的第二维目标过程和方法为切入点,文章分析探讨小学低年级数学学习过程所采用的评价理念、评价方法和评价策略等的具体内容,达到将评价重心由对教师的关注转移到对学生的学习进步和发展的关注目的,以期提高学生对数学的兴趣,提高整体教学质量,从而完成目标要求。     

中澳美的经济变革与数学课程改革方向

世界经济结构正经历巨大的转型,具体表现为农业所占GDP的比例显著下降,而制造业,尤其是服务业则不断提高.中国、澳大利亚与美国是3个具有代表性的国家,经济上的这种变化对教育以及数学课程都产生了影响,反映了当今社会中对人们所需的"数学素养"的全新要求.中国、澳大利亚与美国义务教育阶段国家级数学课程都强调了"统计思想"与"关系性思维"这两个重要内容.     

对日本精英教育的怀旧及其借鉴作用——日本数学家藤田宏教授访谈录

日本数学家、数学教育家藤田宏教授对日本数学精英教育的观点主要有:日本需要真正的精英教育;提倡大众教育的前提下,进行精英教育;从旧制高中教育中体会到成功的教育经验,以传统精神为基础,同时吸收西方现代文明;精英教育应该从文化教育直至研究生院教育;数学教师必须接受精英教育,具备精英教育意识;精英教育不应仅限于大学的数学教师,也适用于中学教育中的数学教师.     

对我国数学认知结构研究的反思

我国数学认知结构二十余年的研究经历了基于认知发展理论的实验研究、理论探索与发展、理论深化与实证研究兴起3个阶段,取得了明显的成绩.但是,研究中还存在着研究起点偏失、理论深度不够、基础问题研究发展缓慢、某些问题无人问津、研究力度分布不均、研究方法有所失当等问题.今后的研究应着力于理论体系的建构与完善、研究内容深度的挖掘与广度的拓展和研究方法的更新与融合这3个方面.