| 数学理解的层次性及其教学意义 |
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| 引用本文： | 于新华,杨之.数学理解的层次性及其教学意义[J].数学教育学报,2005,14(2):23-25,46. |
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| 作者姓名： | 于新华 杨之 |
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| 作者单位： | 1. 江苏常州市武进区教育局教研室,江苏,常州,213159
2. 天津市宝坻教研室,天津,301800 |
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| 摘 要： | 数学理解有不同的程度、层次,这些层次包括:零层次、常识性层次、逻辑性层次、观念性层次和无尽的层次.数学理解层次的主要特点有不连续性、整体功能性、两种循环性和两种依赖性.在数学教与学中提高数学理解层次的途径有亲历知识的生长过程,参与数学研究,以及进行哲学思考.
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| 关 键 词： | 数学理解 理解的层次 认知结构 数学教学 |
| 文章编号： | 1004-9894(2005)02-0023-03 |
Level of Mathematics Understanding and It's Teaching Function |
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| YU Xin-hua,YANG Zhi.Level of Mathematics Understanding and It''''s Teaching Function[J].Journal of Mathematics Education,2005,14(2):23-25,46. |
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| Authors: | YU Xin-hua YANG Zhi |
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| Institution: | YU Xin-hua1,YANG Zhi2 |
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| Abstract: | Mathematics understanding had different levels or degrees. These levels included none level, common level, logic level and view level. The level of mathematics understanding had some characters: unconscious, whole function, two type circles, and so on. During mathematics teaching and learning, there were some methods to improve the level of mathematics understanding such as attending mathematics study. |
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| Keywords: | mathematics understanding level of understanding cognitive structure mathematics teaching |
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