摘要
在＂记忆水平、解释性理解水平和探究性理解水平＂为研究数学理解的理论框架下,设计测试题,采取随机分层抽样的方式,调查初中学生3层次数学理解水平的达成情况.发现：记忆和解释性理解水平的目标己基本达成,探究性理解水平的达标远低于解释性理解水平,探究性理解能力的培养任重而道远.
According to the frame of the level of remembering and interpretative understanding and groping understanding,the researcher designed the testing problems to investigate the junior middle school students＇ status of mathematical understanding. By adopting the method of stochastic sample,the researcher showed that the level of remembering and interpreting has been achieved,but the level of inquiring has not been achieved.
出处
《数学教育学报》
北大核心
2012年第2期26-28,66,共4页
Journal of Mathematics Education
基金
浙江省教育厅人文社科科研项目——数学理解的认知机制与教学策略研究(Y201120667)
温州市科技局项目——温州市中小学数学理解性教与学的现状调查与对策研究(R20110081)
关键词
初中生
数学理解
记忆水平
解释性理解水平
探究性理解水平
junior middle school students
mathematical understanding
the level of remembering
the level of interpretative understanding
the level of groping understanding
