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学生“数学素养”指标的理论分析 被引量:136

Theoretical Analysis of the Students’ Mathematical Competence’ Indicators
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摘要 国内外的数学素养观主要分为"知识"取向、"知识+能力"取向和"多维度"取向3种;"多维度"取向的数学素养观存在3个缺陷;数学素养是指满足学生自身发展和社会发展所必备的数学方面的品格和能力,是数学的知识、能力和情感态度价值观的综合体,其构成要素包括数学运算、数学推理、数学意识、数学思想方法和数学情感态度价值观;数学素养可以由低到高分成数学知识和技能、数学过程和方法、数学情感态度价值观这3个层次;数学素养的行为表现是,理解基本的数学概念和原理,具备一定的运算、抽象、推理能力,能运用数学解决问题,会用数学语言来表达和交流,形成良好的数学情感态度价值观. Mathematical competence concept in the domestic and overseas is divided into three types of “knowledge” orientation, “knowledge + ability” orientation and “multi-dimension” orientation; The mathematical competence of “multi-dimension” orientation exists three defects; Mathematical competence refers to the personality and capability on the aspect of math necessarily required to meet the self-development of students and social development, it is the combination of mathematical knowledge and ability as well as emotional attitude values, whose composing factors include mathematical operation, deduction, consciousness, ideological methods and emotional attitude values; Mathematical competence can be divided three levels from low to high, which are mathematical knowledge and skills, processes and methods of mathematics and mathematics emotional attitudes and values ;Behavioral expression of mathematical competence is that one understands basic mathematical concepts and principles, has certain operation and abstract and inferential capabilities, can use mathematics to solve problems, can use mathematical linguistics to express and communicate, and forms good mathematical emotion, attitude and value.
作者 何小亚
出处 《数学教育学报》 CSSCI 北大核心 2015年第1期13-20,共8页 Journal of Mathematics Education
基金 教育部哲学社会科学研究重大委托项目——我国高中阶段学生核心素养的模型及指标体系研究(13JZDW009)
关键词 数学素养 内涵 构成要素 mathematical competence connotation constituent elements
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