建构全数学教育空间

Building a Whole Environment for Maths Education

50多年来,我国教育界基本上实施着一种几乎是残缺不全的数学教育。为了给学生一种相对全面完整的数学素质教育,则要实施全数学教育:以自然、社会和思维这一大空间中的问题为核心,以数学知识学习为主体,数学能力培养为主轴,数学精神建设为主导,充分发挥数学既作为教育的内容,又作为教育的工具的双重作用。同时,要有一个全数学教育的空间:一个以自然、社会和思维这一大空间为依托,并以其中的问题为该空间的坐标原点,以数学知识、数学能力、数学精神教育为三维坐标的(甚至是更高维的乃至是分维的)数学教育空间。全数学教育空间具有数学性和教育性、独特性和关联性、全面性和开放性。文章在理论分析的基础上,以追及问题为例,给出了一个实施全数学教育的具体图景。

A whole environment for maths education is required to give students a relatively complete and quality maths education, yet a segmented one has been offered over the past 50 years. Whole maths education deals with questions from nature, society and human thinking, aims at maths knowledge requisition and competence development, and treats maths as knowledge to learn and tool to use. A whole environment for maths education is thus built on nature, society and human thinking, and composed of maths knowledge, competence and concepts. It is at once mathematical and educational, unique and related, complete and open. Based on the analysis, the paper cited catching-up question as illustration for whole maths education.