共查询到20条相似文献，搜索用时 78 毫秒
1.
《华夏少年(简快作文 )》2017,(12)
新课程理念下的初中数学注重培养学生的综合素质,而数学素养是数学综合素质的重要内容,因此初中数学教学应该积极探索提高初中生数学素养的教学方法。结合初中数学教学实践,探索提高学生数学素养的有效方法。 相似文献
2.
数学素养与数学教学 总被引：1，自引：0，他引：1
郑强 《山东教育学院学报》2006,21(5):118-119,128
提高学生的数学素养是新课程改革的重要目标之一,文章简略地分析了数学素养的内涵和三个层次,指出了数学素养的四个要素及相互关系,并分析了数学素养对数学教学的影响。 相似文献
3.
数学素养构成要素探析 总被引：12，自引：0，他引：12
数学素养的生成在于个体对数学价值的认同。数学价值认同的内在动力在于数学思维的训练与养成；数学价值认同的技术保障在于数学方法的学用结合；数学价值认同的基本要领在于数学思想的提炼；数学价值认同的重要标志在于数学精神的形成与超越。数学素养的构成要素具体为：数学“思维块”、数学方法、数学思想以及数学人精神。 相似文献
4.
普通高中数学课程标准明确指出：“数学是人类文化的重要组成部分，数学素质是公民所必须具备的一种基本素质。”“高中数学课程的总目标是：使学生在九年义务教育数学课程的基础上，进一步提高作为未来公民所必要的数学素养，以满足个人发展与社会进步的需要。”数学课程标准中采用“数学素养”一词，就是出于对学生整体素质在数学方面的要求以及对这种目标的追求而提出来的，因而提高学生的数学素养是基础教育数学新课程的重要目标之一。本文就数学素养的内涵以及数学素养培养的基本途径探讨如下。 相似文献
5.
介于新课程标准下数学学科核心素养的育人价值与指导作用,以及数学问题情境的重要意义及其对数学学科核心素养的有力体现,文章对基于高中数学学科核心素养的问题情境创设进行探究.通过对六大数学学科核心素养在数学问题情境下的3个水平质量描述的简要分析,文章对熟悉情境、关联情境和综合情境及其相互关系加以刻画,并以3个案例说明不同问题... 相似文献
6.
数学抽象是数学核心素养的重要组成部分，是学生理解数学知识、提炼数学问题、解决数学问题的关键.在初中数学教学中，教师需认真学习新课程理念，立足数学抽象素养和解题的内在联系，优化和完善解题教学模式，不断提升学生的数学解题能力.为此，文章通过基于“探索三角形全等条件”的解题教学实践，从融入数学思想解决问题、巧妙搭建辅助线解题、加强数学思维训练、强化数学符号转化训练、强化学生数学审题能力等方面入手，探索数学抽象下的解题教学策略，以此强化学生的数学抽象素养，提升学生的数学解题能力. 相似文献
7.
随着新课程课程改革的不断推进,中学数学教学也发生了很大的变化,培养学生素养被提高到了一个新的高度.新的课程标准中对数学素养有相关的描述.本文主要探讨如何在新课程教学过程中培养学生的数学素养. 相似文献
8.
汤小如 《中国教育技术装备》2010,(21):55-56
以高中数学新课程标准教学理念为依据,以幼儿师范学校培养目标为准则,就在教学中如何实施数学文化教育进行思考;并对在教学中如何渗透人文精神,体现数学的美学价值,突出数学思想方法的地位和作用,提高学生的数学素养进行探索。 相似文献
9.
10.
新课程改革背景下的数学课堂,要能够培养学生的数学基本素养,促进学生形成数学思维、数学意识,掌握基本的数学技能,养成良好的数学学习习惯。高效的数学课堂对于学生这些数学素养的形成则显得至关重要。良好的数学素养绝不是简单地完成几道习题,会进行机械的运算,而是要能够从生活中发现数学存在的价值,在思维中进行数学的分析,在实践中进行数学的解答,所有这些都应该通过高效的课堂进行观察、想象、推理、解答。 相似文献
11.
赖兴珲 《淮南师范学院学报》2006,8(3):111-112
多元智能理论先进的教育教学理念，要求高师数学教育教学改革必须从课程设置、教学方法、教学评价、培养具有不同风格的数学教师为主等方面进行，最后给出高师数学教育教学改革的建议，以调动教师和学生的积极性，更好地完成数学教学的重任。 相似文献
12.
Mathematics education is rarely out of the policy spotlight in England. Over the last 10 years, considerable attention has been given to improving 14–19 mathematics curriculum pathways. In this paper we consider some of the challenges of enacting curriculum change by drawing upon evidence from our evaluation of the Mathematics Pathways Project (MPP). From 2004 to 2010 this project, which was directed by England's Qualifications and Curriculum Authority, aimed to improve the engagement, attainment and participation rates of 14- to 19-year-old learners of mathematics. Our particular focus is upon the temporal problems of piloting new curriculum and assessment and we draw on Lemke's discussion of timescales, heterochrony and the adiabatic principle to consider the interlocking and interference of various change processes. 相似文献
13.
在数学教育中渗透人文教育,弘扬人文精神,是素质教育的要求,是我国新课程改革所规定的数学教育的目的,更是数学教育发展的必然。人文数学是数学与人文的结合,是用数学的精神、原则、思想和方法对学生进行文化陶冶和人格塑造,让数学教育在传授科学的同时起到提高人的文化素养和教化人格的作用。教育者可从创设特色人文课堂情境、引导学生自主学习、重视学生的个体差异三个方面实现人文教育在数学教学中的渗透,进而实现科学与人文在数学教学中有机的结合,进而促进学生人文素养的提升。 相似文献
14.
Binyan Xu 《Frontiers of Education in China》2010,5(1):130-155
This article reviews literatures on mathematics education in China in the last decade. It focuses on papers that were published
after 2000, and Chinese Social Science Citation Index (CSSCI). Some influential journals in the field of mathematics education,
such as the Journal of Mathematics Education and the Mathematics Instruction were also reviewed. The author shares in this article with international scholars the most recent research in the field of
Chinese mathematics education. Mathematics education in China mainly focuses on the essence of mathematics classroom instruction,
student learning of mathematics, mathematics teacher education, and its curriculum reforms. 相似文献
15.
As a result of dramatic changes in mathematics education around the world, in Turkey both elementary and secondary school
mathematics curriculums have changed in the light of new demands since 2005. In order to perform the expected change in newly
developed curriculum, computer should be integrated into learning and teaching process. Teachers’ beliefs play a key role
in this integration process. Negative beliefs against using computer in mathematics teaching may lead to failure of this process.
With the help of this study, it is aimed to detect mathematics teachers’ beliefs concerning Computer Assisted Mathematics
Instruction (CAMI). Within the scope of this aim, the conducted questionnaire (The opinions of teachers about using computer
in Mathematics Instruction) has been carried out on 91 mathematics teachers in the city of Trabzon. The acquired results have
shown that mathematics teachers have developed negative opinions against CAMI. This state has revealed that there is a huge
inconsistency between curriculum’s positive expectations arising from computer usage and teachers’ convictions. 相似文献
16.
《Early childhood research quarterly》2004,19(1):167-172
This article describes a unique supplementary program that teaches early childhood mathematics (Pre-K to Grade 2), through a series of six problem-solving adventure stories. The mathematics concepts are taught to the children through the medium of oral storytelling sagas in an integrated approach that addresses language arts as well as early childhood mathematics competencies. Teachers and schools can select from the supplementary books in this series to enrich and address gaps in their present mathematics curriculum based on the most recent NCTM [Principles and Standards for School Mathematics, National Council of Teachers of Mathematics, Reston, VA, 2000] standards recommending a stronger emphasis on geometry, measurement, pre-algebra, and graphing skills. 相似文献
17.
陈专 《宁波职业技术学院学报》2008,12(3):22-24
当前高职数学教学中应正视现状,按照“学生主体、就业导向、能力本位、素质同步”的能力本位课程改革要求,注重培养学生的数学品质,充分展现高职教育的特色和优势,积极发挥数学在素质教育中应有的独特作用,努力培养学生良好的数学素养和分析问题、解决问题的综合能力以及终身的学习能力。 相似文献
18.
Educational Studies in Mathematics - In India, a curriculum reform inspired by critical perspectives has sought to transform primary mathematics teaching and learning. It is aimed at strengthening... 相似文献
19.
Educative curricula, curriculum materials that intentionally foster teacher professional development, can serve as a site for teacher learning through their use in daily instructional practices. The present article introduces a framework, Teacher Learning Opportunities in Mathematics Curriculum Materials (TLO-Math), for designing and evaluating mathematics curriculum materials’ educative features according to seven theoretically based variables: (1) mathematics content knowledge for teaching, (2) teacher knowledge of student thinking in mathematics, (3) teacher knowledge of disciplinary discourse in mathematics, (4) teacher knowledge of assessment in mathematics, (5) teacher knowledge of differentiated instruction in mathematics, (6) teacher knowledge of technology use in mathematics, and (7) teacher knowledge of mathematical community. Each variable is illustrated with a definition, guiding questions, discipline-specific literature, and examples from two sets of elementary mathematics curriculum materials. The development of the TLO-Math framework is a critical first step for further study of the use of mathematics curriculum materials as sites for teacher learning. 相似文献
20.
Peter Huckstep 《Cambridge Journal of Education》2007,37(3):427-439
The value of any subject on a crowded, contested and compulsory curriculum is, or at least should be, open to debate. More importantly, when different subjects are prioritized over others, the justification for the ranking of such subjects should also be submitted to sustained enquiry. Mathematics enjoys a prestigious place in the English National Curriculum, elsewhere, and perhaps everywhere. There have been several responses, over the last few years, to the question of not only why pupils should be compelled to learn mathematics but also for how long this should continue. This article takes a broad and critical look, from a largely philosophical standpoint, at some of the dominant themes that underlie the most recurrent claims that have been made in defence of the privileged place of mathematics in school. 相似文献