| “超回归”数学理解模型及其启示 |
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| 引用本文： | 李淑文,张同君. “超回归”数学理解模型及其启示[J]. 数学教育学报, 2002, 11(1): 21-23 |
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| 作者姓名： | 李淑文 张同君 |
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| 作者单位： | 东北师范大学,数学系,吉林,长春,130024 |
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| 摘 要： | Pirie和Kieren关于数学理解的超回归模型（Transcendent Recursive Model）由原始认识、产生表象、形成表象、性质认知、形式化、观察评述、构造化、发明创造8个理解水平构成，具有超越性、回归性以及“不必要的边界”等特点，给我们的启示是：应“螺旋式”地安排知识；应丰富学生的数学学习材料；应给学生反省的机会和时间。
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| 关 键 词： | 数学理解模型 “超回归”模型 数学教育 教学改革 |
| 文章编号： | 1004-9894(2002)01-0021-03 |
| 修稿时间： | 2001-09-26 |
Transcendent Recursive Models of Understanding Mathematics and Its Enlightenment |
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| LI Shuwen,ZHANG Tongjun. Transcendent Recursive Models of Understanding Mathematics and Its Enlightenment[J]. Journal of Mathematics Education, 2002, 11(1): 21-23 |
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| Authors: | LI Shuwen ZHANG Tongjun |
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| Abstract: | Pirie and Kierens transcendent recursive model about understanding mathematics consisted of eight understanding level, namely doing, image making, image having, property noticing, formalizing, observing, structuring inventing, with the features of transcendent, recursive, unnecessary boundary, which gave enlightenment: arrangement knowledge spiral, enriching students study materials of mathematics, giving students opportunity and of time introspect. |
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| Keywords: | understanding models transcendent recursive |
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