数学的对称美及其作用   总被引：1，自引：0，他引：1  

田鹏 《南阳师范学院学报》2004,3(3):113-115

对称美是数学美的重要组成部分，它普遍存在于初等数学与高等数学的各个分支。对称美在数学研究中有重要作用，它是数学创造与发现的美学方法之一。对称美在数学解题中也有广泛的应用，在解题过程中，考虑对称美的因素有时可起到事半功倍的效果。  相似文献   

Should we embed careers education in STEM lessons?     

Michael J. Reiss  Tamjid Mujtaba 《Curriculum Journal》2017,28(1):137-150

Schools have a particular responsibility to introduce young people to the range of possible options for them after they leave education as few families can provide this. However, in the United Kingdom, careers education is currently not strong in most schools for a number of reasons but principally due to its low status and shifts in government policy and funding. As a result, too many young people make subject choices for post-16 study that they subsequently regret. In particular, fewer young people in the United Kingdom choose post-16 STEM subjects than might do. Yet, STEM (science, technology, engineering and mathematics) graduates are especially valued by employers. We draw on the findings of two research projects, ASPIRES and UPMAP, and argue that one way forward may be to embed careers education in STEM lessons. This can be done in ways that are respectful of and helpful to students. We recommend that an England- or UK-based project to investigate the consequences of embedding careers education in STEM lessons be undertaken.  相似文献   

数学教师专业化与高师数学教育专业课改     

胡显军 《重庆第二师范学院学报》2005,18(6):80-82

数学教师专业化是世界数学教师教育的发展潮流,其内涵包括:数学教师数学专业化、数学教师教育专业化和数学教师专业情意.当前高师数学教育在课程设置上不适应数学教师专业化要求,改革重点是构建合理的课程体系.  相似文献   

Learning to observe: using video to improve preservice mathematics teachers’ ability to notice     

Jon R. Star  Sharon K. Strickland 《Journal of Mathematics Teacher Education》2008,11(2):107-125

Video has assumed an increasingly prominent role in teacher education, particularly in the form of the viewing of videotaped class lessons by preservice teachers. Yet there is little research that confirms whether preservice teachers attend to the aspects of the video(s) that teacher educators anticipate or desire. This article explores this issue and reports on the impact of video viewing as a means to improve teachers’ ability to be observers of classroom practice. We utilized a pre- and post-test design to measure the quantity and type of classroom events that preservice mathematics teachers noticed before and after a teaching methods course where improving observation skills was an explicit goal. The results of the pre-assessment suggest that preservice teachers generally do not enter teaching methods courses with well-developed observation skills. The post-assessment indicates that the course led to significant increases in preservice teachers’ observation skills, particularly in teachers’ ability to notice features of the classroom environment, mathematical content of a lesson, and teacher and student communication during a lesson.

Jon R. StarEmail:

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反馈对儿童早期数学学习效果的影响元分析     

吕雪  郭力平  李姗姗 《数学教育学报》2020,(1):86-92

反馈被认为是促进学生学习的最有力方式,信息技术的发展为反馈设计提供了支持.采用元分析方法考察反馈对儿童早期数学学习的影响,研究发现:反馈对儿童早期数学学习有较小的积极效果.通过调节分析发现,任务类型和反馈类型对反馈效果具有调节作用,反馈媒介、反馈时机和反馈效果测量时间对反馈效果无调节作用.未来关于反馈对儿童早期数学学习效果影响的研究,应在教育信息化背景下从任务特征、学习者特点和反馈特征3个方面综合考虑,提高反馈的针对性和个性化.  相似文献   

Epistemic quality for equitable access to quality education in school mathematics     

Brian Hudson 《课程研究杂志》2019,51(4):437-456

This paper reports on a study that aims to address the challenges of UN Sustainable Development Goal 4 to ensure inclusive and equitable quality education for all. The study focuses on school mathematics in particular. With regard to ensuring equitable access to quality education, it is argued that there is a need to consider the epistemic quality of what students come to know, make sense of and be able to do in school mathematics. Accordingly, the aim is to maximize the chances that all pupils will have epistemic access to school mathematics of high epistemic quality. The study is based on the theoretical framework of Joint Action Theory in Didactics (JATD). Associated research questions focus on the quality of teacher-student(s) joint action and on the epistemic quality of the content. The paper draws on empirical research findings of the Developing Mathematical Thinking in the Primary Classroom (DMTPC) project (2010–12) and also on the findings of a parallel study of mathematics teachers’ assessment practices in Ghana. One teacher’s action research project is used as an exemplar to illustrate how mathematics can become more accessible and inclusive thus leading to an evolution in mathematical thinking and high-quality epistemic access for all.  相似文献   

高等数学分层次教学的探索与实践   总被引：1，自引：0，他引：1  

李春霞  杨树国 《教育与现代化》2007,(3):30-35

随着招生规模的不断扩大,各高校学生的整体素质有所下降,并且个体差异很大,这给高等数学教学带了前所未有的难度,为了改变这一现状,一些院校开展了分层次教学改革的尝试,笔者根据多年来分层次教学改革的经验,深入探讨了高等数学分层次教学的必要性、意义、具体实施方案等,提出了建设性的对策和建议,并对自己的教学实践进行了详细的总结和分析.  相似文献   

试论聋生数学应用能力的培养     

周志英 《中国特殊教育》2005,(1):64-67

21世纪的数学教育将更加重视应用意识和应用能力的培养。本文针对当前聋校数学教学中仍然重视纯数学知识教学,少关注数学与聋生生活实际联系的现状,阐述了培养聋生数学应用能力的重要性,提出了联系生活实际、提供实际问题和开展实践活动是培养与提高聋生数学应用能力的有效策略  相似文献   

The relationship between educational television and mathematics capability in Tanzania     

Joe Watson  Sara Hennessy  Anna Vignoles 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(2):638-658

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素质教育与《数学方法论》     

黄燕玲 《河池学院学报》2001,(2)

本文探讨了数学学科素质教育的组成结构 ,指出数学学科素质教育的关键是教师 ,并探讨了数学教师基本素质结构及高师数学系开设《数学方法论》课程的素质教育功能  相似文献