摘要
基于一项纵向研究,考察数学问题提出教学对学生数学学业成绩和情感的影响.其中问题提出、问题解决及计算题用于调查学生的数学学业成绩,坚毅力和数学比喻任务用于调查学生的数学情感.经过一年的教学实验研究,发现实验组学生在数学学业成绩和数学情感方面的提高程度都显著高于控制组学生.特别地,相较于中校和强校,实验组弱校学生获得了更多发展.
This paper is part of a longitudinal study examining the impact of teaching through problem posing on students’mathematical performance and disposition.Mathematical performance is measured using tasks involving problem posing,problem solving,and computation.Mathematical disposition is measured using items related to mathematical perseverance and metaphors.This paper reports on initial findings after 1 year of the experiment.It was found that students in the experimental group performed significantly better than students in the control group.In particular,students from below average schools tended to gain the most over the course of the 1-year experiment.
作者
张丹
姚一玲
蔡金法
ZHANG Dan;YAO Yi-ling;CAI Jin-fa(Beijing Academy of Educational Sciences,Beijing 100036,China;College of Education,Hangzhou Normal University,Zhejiang Hangzhou 311121,China;School of Mathematics and Statistics,Southwest University,Chongqing 400715,China;Department of Mathematics,University of Delaware,Newark DE 19716,USA)
出处
《数学教育学报》
CSSCI
北大核心
2021年第1期32-36,共5页
Journal of Mathematics Education
基金
北京市教育科学“十三五”规划2018年重点课题--小学数学“问题引领学习”的教学实践研究(CADA18066)
西南大学引进人才(教育部“长江学者”讲座教授)计划项目(SWU118118)。
关键词
问题提出
问题解决
数学情感
问题提出教学
problem posing
problem solving
mathematical disposition
teaching mathematics through problem posing
