摘要
数学问题提出是数学活动经验的源泉之一,提出的问题作为结果性经验将成为下一数学活动的任务;问题意识、问题解决经验和外部数学活动经验等数学活动经验是数学问题提出的基础.数学问题提出和数学活动经验互为基础、相互引发、相互促进.通过数学＂情境——问题＂教学案例——＂图形面积等分＂检验了这种关系.
Posing mathematical problems is one of the sources of mathematic activity experience; and the problem which has been raised as the result experience will become the task of next mathematic activity. Such mathematic activity experiences as problem consciousness,mathematics activity experience obtained from activities of solving problems,external mathematic activity experience and so on are the basis of posing mathematical problems. Posing mathematical problems and mathematics activity experience,between which one is the others basis,initiate and promote mutually. The relationship is tested through the mathematics teaching case of ＂situation——problem＂—— ＂how to divide the graph area equally＂.
出处
《数学教育学报》
北大核心
2010年第6期34-36,49,共4页
Journal of Mathematics Education
基金
教育部人文社会科学研究一般项目:农村地区数学教师基于“问题探究”的教学技能发展研究——以贵州省为例(09XJAZH011)
贵州省高等学校教学内容与课程体系改革重点项目(黔高教发[2009]435号):高师数学本科教学改革与人才培养模式的创新
全国教育科学规划教育部重点课题:学生数学活动经验的基本理论及教学实践研究(DHA090180)
关键词
数学问题提出
数学活动经验
问题意识
案例
posing mathematical problems
mathematic activity experience
problem consciousness
case
