共查询到20条相似文献，搜索用时 31 毫秒
1.
Irene Bloom 《Journal of Mathematics Teacher Education》2007,10(4-6):399-403
This paper describes the implementation of extended analysis tasks (EATs) in a required mathematics course for prospective high school mathematics teachers, and investigates the mathematical discovery promoted through engagement with these tasks. Extended analysis tasks are designed to move students beyond the problem context to the underlying mathematical structure of the problem. The results of this study revealed that with careful implementation, these tasks were effective for generating powerful mathematical thinking in preservice mathematics teachers, improving their problem solving, and generally enhancing the habits-of-mind exhibited by successful mathematicians (Carlson & Bloom, 2005). 相似文献
2.
对小学、初中、高中共六个年级的学生解决数学真实性问题的调查表明,虽然当下的课堂教学重视数学情境的创设,但是学生用数学的意识与能力却未发生人们期望中的变化。案例分析显示,为了适应课标要求,着意于为数学问题罩上一个未必恰当的情境外套的现象普遍存在。对情境在联结学校数学与校外数学作用的分析表明,数学情境是校外数学走向学校数学的中介,并在此过程中起着导向功能。 相似文献
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上楼问题是一个经典名题,在我国中学数学教材和教参中它作为递推数列模型出现,同时出现在中学数学习题、考题和数学竞赛题中。对一般上楼问题作深入讨论后,用高等数学的方法找到了上楼问题的通项公式,并“用高于下”建立了中学数学模型,丰富了高中数学新课程资源。 相似文献
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The importance of students’ problem-posing abilities in mathematics has been emphasized in the K-12 curricula in the USA and China. There are claims that problem-posing activities are helpful in developing creative approaches to mathematics. At the same time, there are also claims that students’ mathematical content knowledge could be highly related to creativity in mathematics, too. This paper reports on a study that investigated USA and Chinese high school students’ mathematical content knowledge, their abilities in mathematical problem posing, and the relationships between students’ mathematical content knowledge and their problem-posing abilities in mathematics. 相似文献
5.
王学伟 《湖州师范学院学报》2014,(8):114-116
结合高中数学教学实践,阐述了数学问题情境创设的若干原则,并从学以致用、探究性、数学思想方法等三方面讨论了如何进行数学问题情境创设,以提高数学课堂的教学质量. 相似文献
6.
《Learning and Instruction》2006,16(1):12-25
This paper focuses on the role of evaluation in mathematics in 749 elementary school children. The macroevaluative skills and calibration scores of high versus low mathematical problem solvers were contrasted as measures of metacognition. No relevant calibration differences were found for gender. In addition, the performances of children with mathematics learning disabilities could not be explained according to the maturational lag hypothesis. Finally, although macrometacognitive evaluation and calibration seem attractive alternatives for time-consuming on-line metacognitive assessment techniques, our data show that a global and retrospective assessment of the macroevaluation is not always enough to get the picture of mathematical problem solving in young children. 相似文献
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The present study aims to explore the use of assessment in mathematics content courses for future elementary school teachers.
Analysis of self assessment data on mathematical understanding and peer assessment data on oral mathematical presentation
showed that pre-service teachers had a balanced understanding of procedural knowledge and problem solving. Conceptual understanding
was not in the structure of pre-service teachers’ mathematical knowledge. Understandings of conceptual knowledge, procedural
knowledge, and problem solving had no meaningful effects on gains in mathematics performance. Aspects of oral mathematical
presentation were associated with improved understanding of procedural knowledge and in particular conceptual knowledge. The
result of the study calls for a conceptual approach to mathematical knowledge and sufficient mathematical problem solving
in college-level mathematics content courses and in particular the infusion of assessment into college-level mathematics education
for pre-service teachers. 相似文献
9.
杨政 《佳木斯教育学院学报》2011,(2):251-251
中学数学的教学,是关系到学生数学思维形成的重要阶段。在这个特殊时期,引领学生掌握数学学习的基本方法,探讨对于数学问题的不同的解释,都是极其重要的。涉及到数学教学的创新,需要教育工作者不断总结,在实践中避轻就重,在总结的基础上创新。 相似文献
10.
如何激发中职校学生数学学习的兴趣、提高他们的数学学业水平是摆在我们面前的一个亟待解决的问题.而通过创设有意义的数学问题情境,让学生通过问题情境来感知和学习数学知识,这对激发学生学习数学的兴趣,提高他们的数学学业水平有着很大的促进作用. 相似文献
11.
在高中数学教学过程中,数学后进生现象一直困扰着数学教师,如何帮助这部分学生提高数学成绩是每一个高中数学教师都要面对的问题。文章从数学后进生的概念及成因入手,探究提高数学后进生学习成绩的相关对策,希望对高中数学教学有所借鉴。 相似文献
12.
对中国北师大版、英国AQA两种高中数学教材从向量内容、知识呈现方式、例题和习题特点等方面作出比较;和中国数学教材相比,AQA考试委员会所用数学教材难度较大,知识容量大,注重学生相关知识面的拓展,学生训练模式多样,纯数学教材和应用数学教材风格迥然不同,英国纯数学教材形式化程度比中国教材高,英国向量内容的学习还包括向量几何等内容. 相似文献
13.
刘小菲 《宁德师专学报(自然科学版)》2012,24(1):86-88,99
初中数学学困生普遍存在.转化学困生是提高初中数学教学效果的重要课题.结合教学工作实践,分析学生数学学习困难的原因,阐述了转化学困生的途径与方法,以及取得的初步成效,以期与同行继续深入探索,全面提高初中数学教学质量. 相似文献
14.
Richard Noss 《Educational Studies in Mathematics》1988,19(2):251-268
My starting point in this paper is that there is a cultural gap between the mathematics that children do as part of their everyday experience and the mathematics that they learn at school; my thesis is that the computer has (perhaps uniquely) the potential to bridge this divide. The paper will examine the cultural impact-both actual and potential-of the computer on children's mathematical education; at the ways in which the introduction of the computer does and will changes the ambient space in which children learn mathematics.I begin with a brief discussion of the cultural context of mathematics learning and the relationship between informal, everyday mathematical activity, and formal, school mathematies. This perspective leads to a closer examination of what it means to do mathematics, and on the relationship of a technology to the mathematics embedded within a given culture. I discuss the issue of injecting meaning into mathematical activity, and then examine some ways in which the computer might offer a solution to this central problem. Next, I give some examples of the influence of the computer on the culture of the mathematics classroom. Finally, I suggest some of the outstanding issues of research and curriculum development which remain.This paper is based on substantially the same data as is discussed in an article inCultural Dynamics. 相似文献
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In the literature, problem-posing abilities are reported to be an important aspect/indicator of creativity in mathematics. The importance of problem-posing activities in mathematics is emphasized in educational documents in many countries, including the USA and China. This study was aimed at exploring high school students' creativity in mathematics by analyzing their problem-posing abilities in geometric scenarios. The participants in this study were from one location in the USA and two locations in China. All participants were enrolled in advanced mathematical courses in the local high school. Differences in the problems posed by the three groups are discussed in terms of quality (novelty/elaboration) as well as quantity (fluency). The analysis of the data indicated that even mathematically advanced high school students had trouble posing good quality and/or novel mathematical problems. We discuss our findings in terms of the culture and curricula of the respective school systems and suggest implications for future directions in problem-posing research within mathematics education. 相似文献
17.
赵海祥 《佳木斯教育学院学报》2012,(2):228-229
思维能力的培养是数学教学的核心任务,而问题的设计正是学生思维的导火索。在初中数学教学中,如果教师精于"问题设计",不但会影响学生的数学思维方式,而且还会激发学生的数学探究热情。笔者从事初中数学教学工作多年,在问题设计方面做了有益的尝试与探索。 相似文献
18.
Bert van Oers 《Educational Studies in Mathematics》2001,46(1-3):59-85
A review of literature shows that during the history of mathematics education at school the answer of what counts as ‘real mathematics’ varies. An argument will be given here that defines as ‘real mathematics’ any activity of participating in a mathematical practice. The acknowledgement of the discursive nature of school practices requires an in-depth analysis of the notion of classroom discourse. For a further analysis of this problem Bakhtin’s notion of speech genre is used. The genre particularly functions as a means for the interlocutors for evaluating utterances as a legitimate part of an ongoing mathematical discourse. The notion of speech genre brings a cultural historical dimension in the discourse that is supposed to be acted out by the teacher who demonstrates the tools, rules, and norms that are passed on by a mathematical community. This has several consequences for the role of the teacher. His or her mathematical attitude acts out tendencies emerging from the history of the mathematical community (like systemacy, non-contradiction etc.) that subsequently can be imitated and appropriated by pupils in a discourse. Mathematical attitude is the link between the cultural historical dimension of mathematical practices and individual mathematical thinking. 相似文献
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数学教材中的习题在数学教学中发挥着重要的作用,习题的难度在一定程度上反映了教材的难度。文章在鲍建生教授建立的"探究、背景、运算、推理和知识含量"五个因素的基础上对中国、美国、新加坡三国初中数学教材中的"三角形的有关角"的习题难度进行模型比较,以期为中国的初中数学教材编写提供参考。 相似文献
20.
Nan Zhu 《International Journal of Disability, Development & Education》2015,62(6):608-627
This study investigated the impact of cognitive strategy instruction (CSI) on mathematical word problem solving of students with mathematics disabilities. A sample of fourth-grade students in a Chinese primary school was divided into a treatment group (75 students) and a comparison group (75 students). The sample consisted of students with mathematics disabilities only, students with both mathematics and reading disabilities, as well as average- and high-achieving students. Results showed that students at all ability levels (except high-achieving students) in the treatment group outperformed significantly their counterparts in the comparison group; the intervention effect was stronger for students with mathematics disabilities only than for those with both mathematics and reading disabilities. The present study indicates that CSI is a contextually and pedagogically appropriate model that has a strong potential to improve mathematical word problem solving. 相似文献