《数学模型》在培养学生综合能力中的作用

《数学模型》是应用数学学科的一个范畴,它要求我们在解决实际问题时,注意对问题进行分析、简化,将其转化为一个数学问题,然后采用适当的数学方法,利用计算机工具去解决.《数学模型》这门课程作为高校计算机专业或数学专业的一门必修课程有其重要性.而且,《数学模型》在培养高校学生综合能力方面也发挥着非常重要的作用.     

一类随机需求的存贮模型探讨

通过报纸销售点的最佳进货量问题,讨论一类随机需求的存贮模型。根据以往市场对报纸的需求量的统计资料,利用数学软件Mathematica进行数据拟合,得到报纸需求的概率密度函数,再以获利的最大数学期望值为目标建立优化模型,从而确定报纸的最佳订购量。     

温州职业技术学院高等数学教学改革的实践探索

计算机技术及其应用的迅速发展对当代大学生的素质教育提出了新的要求。高等数学教学应适应新形势发展的需要,改革传统的教学手段和方法。开展数学建模活动,提高大学生应用数学知识的能力,是高等数学教学改革的一个重要方向。     

数学建模与高职学生创新能力的培养

数学建模是培养学生创新能力的有效途径。应重点在培养学生的创新能力方面进行实践。     

What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems

School students of all ages, including those who subsequently become teachers, have limited experience posing their own mathematical problems. Yet problem posing, both as an act of mathematical inquiry and of mathematics teaching, is part of the mathematics education reform vision that seeks to promote mathematics as an worthy intellectual activity. In this study, the authors explored the problem-posing behavior of elementary prospective teachers, which entailed analyzing the kinds of problems they posed as a result of two interventions. The interventions were designed to probe the effects of (a) exploration of a mathematical situation as a precursor to mathematical problem posing, and (b) development of aesthetic criteria to judge the mathematical quality of the problems posed. Results show that both interventions led to improved problem posing and mathematically richer understandings of what makes a problem ‘good.’     

伸缩变换及其作用

把一般图形伸缩变换为特殊图形，利用其中不变量和变量的变化规律解决一般图形的问题，可使思路清晰，运算量减小，起到化难为易，化繁为简的作用．     

小学生数学能力培养探析

培养数学能力是国内外数学教学改革的发展趋势，也是中小学数学教学的重要任务。正确认识小学生数学能力的内涵，重视小学生数学能力的培养，探索数学能力培养的途径已成为提高小学生数学教学质量的当务之急。     

Negotiating the Demands of Teaching Mathematical Literacy

The introduction of the school subject Mathematical Literacy (ML) was to develop numerate and well informed citizens in South Africa. However the success of the subject is dependent on the ways in which teachers mediate the subject with their learners. The purpose of the study reported on in this article was to explore the extent to which the approaches used by ML teachers supported the learners’ participation in the contextual settings. The article focuses on one case study that was drawn up from three lesson observations and an interview with one ML teacher. The data was synthesised using a narrative analysis approach. The study found that the teacher's explanations of contextual terms were sometimes incorrect and irrelevant. Her discussion often sidestepped the main issues and did not help the learners to engage more deeply with the contextual tools in ways that could allow them to increase their participation level in the relevant discourse. This raises concerns about the extent to which ML can achieve the intended outcomes.     

高职高数引入建模思想的课程建设的探索

高职院校的高等数学课程建设需要将数学模型的思想引入,以培养抽象思维和动手能力为目标建设课程。通过建立课程资源网的形式加强学生自主学习,消化吸收高等数学基础知识,加强典型案例的讲解和数学软件的使用方法。强化数学实验的开展是提高学生理解运用数学方法和能力的有效途径。     

数学理解水平评定方法及其数学模型构建研究

数学理解的水平可以用量来刻画,而且是一个连续量,是一个模糊量。数学理解的因素一般由事实、计算、联系、分辨、表达、转化、推理、应用构成。结合数学学科和数学理解的特点提出了评价数学理解水平的定性和定量相结合的方法——加权求和法。