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数字开方问题是初中数学中的基础知识．有些同学由于对平方根、算术平方根、立方根、无理数等概念理解不清,常常会出现各种各样的错误．下面对一些易犯的典型错误进行剖析,希望能够引起同学们的注意． 相似文献
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宋惠玉 《语数外学习(初中版)》2009,(7):55-56
无理数的发现——第一次数学危机
大约在公元前5世纪,不可通约量的发现导致了毕达哥拉斯悖论．当时的毕达哥拉斯学派极其重视对自然及社会中不变因素的研究,把几何、算术、天文、音乐称为“四艺”,在其中追求宇宙的和谐规律．他们认为：宇宙间的一切事物都可归结为整数或整数之比． 相似文献
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胡塞尔的数学学习经历是建立其现象学哲学思想的一个重要的基础,在其前期的《算术哲学》中他试图通过对数学基本概念的澄清来稳定数学的基础,在晚期的《论几何学的起源》中他认为几何学自身具备明见性的特点,应该回溯几何学的最源初的开端。胡塞尔关于数学起源的思想对今天的启示是数学的生活世界是可能的,现象学还原方法是数学史学研究的一个重要方法。 相似文献
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朱航 《数学学习与研究(教研版)》2007,(4):13-14,35
无理数的存在使我们感受到数学的神奇美妙，同时也激发我们进一步了解和认识无理数的兴趣．新课标明确提出了对无理数的认识要求：“能用有理数估计无理数的大致范围．”笔者根据近几年来的教学实践，总结了几种常见的无理数估算方法，下面举例说明． 相似文献
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一、判断题（每小题２分，共１０分）１．带根号的数都是无理数．（）２．无理数都是无限小数（）３．如果ａ与ｂ的算术平方根相等，那么一定有ａ＝ｂ（）４．（－６）２的平方根是±６．（）５．－６４的算术平方根是８（）二、填空题（每小题３分，共３０分）１．与数轴上每个点成一一对应的数是＿．２的算术平方根是３．的平方根．４．求值：５．在…各数中，属于无理数的有．６如果的平方根是±３，那么ａ＝７．查表得，则可求得０．０１３５的平方根是８．已知，则ａ：ｂ＝．９．若取，则．１０．实数ｘ、ｙ满足，则ｘ＋ｙ的值是。三、… 相似文献
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朱航 《数学学习与研究(教研版)》2006,(4):6-6,37
无理数的存在使我们感受到数学的神奇美妙，同时也激发我们进一步了解认识无理数的兴趣．新课标明确提出了对无理数的认识要求：“能用有理数估计无理数的大致范围”．笔者根据近几年来的教学实践，总结了几种常见的无理数估算方法，下面举例说明。 相似文献
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数的开方是学习后续知识的基础．小少同学对平方根、算术平方根、立方根、无理数等概念理解不清．常发生这样或那样的错误．下面举例分析． 相似文献
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欧几里得在古希腊时期用反证法证明了在自然数序列中存在无穷多个素数,本文是该命题的一种推广.注意到自然数序列是一个首项为1公差为1的等差数列,本文证明把公差1换做任意一个正整数,保持首项为1不变,则得到的等差数列中仍然存在无穷多个素数. 相似文献
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Raisa Guberman 《International Journal of Science and Mathematics Education》2016,14(4):739-755
One of the key courses in the mathematics teacher education program in Israel is arithmetic, which engages in contents which these pre-service mathematics teachers (PMTs) will later teach at school. Teaching arithmetic involves knowledge about the essence of the concept of “number” and the development thereof, calculation methods and strategies. properties of operations on different sets of numbers, as well as the properties of the numbers themselves. Hence, the question arises: how to educate PMTs in order to supplement their mathematical knowledge with the required components? The present study explored the development of arithmetic thinking among pre-service teachers intending to teach mathematics at elementary school. This was done by matching the van Hiele theory of the development of geometric thinking to arithmetic. Analysis of findings obtained both in the present study and in many studies of geometry teaching indicates that this approach to considering the learners’ level of thinking development might lead to meaningful learning in arithmetic course for PMTs. 相似文献
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María Elena Gil Clemente José Ignacio Cogolludo-Agustín 《International Journal of Disability, Development & Education》2019,66(2):186-205
ABSTRACTIt is widely known that people with Down syndrome have difficulties transitioning from a basic understanding of counting and cardinality to more advanced arithmetic skills. This is commonly addressed by resorting to the mechanical use of algorithms, which hinders the acquisition of mathematical concepts. For this reason some authors have recently proposed a shift in the focus of learning from arithmetic to more fertile fields, in terms of understanding. In this paper we claim geometry fits this profile, especially suited for initiating children with Down syndrome into mathematics. To support this we resort to historical, epistemological, and cognitive reasons: the work of Séguin and his intuition on the central role of geometry in the development of abstract thinking in the so-called idiot children, the ideas of René Thom about the role of continuum intuition in the emergence of conscious thinking, and finally the two strengths people with Down syndrome display: visual learning abilities and interest in abstract symbols. To support these ideas we present the main findings of qualitative research on elementary mathematics teaching to a group of seven children (3–8) with Down syndrome in Spain. The didactic method used, naturally enhance their naïve geometrical conceptions. 相似文献
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Traditionally measured skills with arithmetic are not related to later algebra success at levels that would be expected given the close conceptual relation between arithmetic and algebra. However, adaptivity with arithmetic may be one aspect of arithmetic competences that can account for additional variation in algebra attainment. With this in mind, the present study aims to present evidence for the existence and relevance of a newly acknowledged component of adaptivity with arithmetic, namely, adaptive number knowledge. In particular, we aim to examine whether there are substantial individual differences in adaptive number knowledge and to what extent these differences are related to arithmetic and pre-algebra skills and knowledge. Adaptive number knowledge is defined as the well-connected knowledge of numerical characteristics and relations. A large sample of 1065 Finnish late primary school students completed measures of adaptive number knowledge, arithmetic conceptual knowledge, and arithmetic fluency. Three months later they completed a measure of pre-algebra skills. Substantial individual differences in adaptive number knowledge were identified using latent profile analysis. The identified profiles were related to concurrent arithmetic skills and knowledge. As well, adaptive number knowledge was found to predict later pre-algebra skills, even after taking into account arithmetic conceptual knowledge and arithmetic fluency. These results suggest that adaptive number knowledge is a relevant component of mathematical development, and may help account for disparities in algebra development. 相似文献
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数学是一门古老而常新的具有高度抽象性和逻辑严谨性的学科,通过对数学所研究的算术、代数、几何、三角、解析几何、统计、概率论、微积分等内容及实践应用范围的探讨,阐述数学在现代经济社会发展的地位和作用,揭示数学的应用价值,提高人们学习数学的兴趣。 相似文献
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Adaptive expertise is a valued, but under-examined, feature of students' mathematical development (e.g. Hatano & Oura, 2012). The present study investigates the nature of adaptive expertise with rational number arithmetic. We therefore examined 394 7th and 8th graders’ rational number knowledge using both variable-centered and person-centered approaches. Performance on a measure of adaptive expertise with rational number arithmetic, the arithmetic sentence production task, appeared to be distinct from more routine features of performance. Even among the top 45% of students, all of whom had strong routine procedural and conceptual knowledge, students varied greatly in their performance the arithmetic sentence production task. Strong performance on this measure also predicted later algebra knowledge. The findings suggest that it is possible to distinguish adaptive expertise from routine expertise with rational numbers and that this distinction is important to consider in research on mathematical development. 相似文献
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Xenia VamvakoussiKonstantinos P. Christou Lieve MertensWim Van Dooren 《Learning and Instruction》2011,21(5):676-685
It is widely documented that the density property of rational numbers is challenging for students. The framework theory approach to conceptual change places this observation in the more general frame of problems faced by learners in the transition from natural to rational numbers. As students enrich, but do not restructure, their natural number based prior knowledge, certain intermediate states of understanding emerge. This paper presents a study of Greek and Flemish 9th grade students who solved a test about the infinity of numbers in an interval. The Flemish students outperformed the Greek ones. More importantly, the intermediate levels of understanding—where the type of the interval endpoints (i.e., natural numbers, decimals, or fractions) affects students’ judgments—were very similar in both groups. These results point to specific conceptual difficulties involved in the shift from natural to rational numbers and raise some questions regarding instruction in both countries. 相似文献