摘要
数学概念是数学的逻辑起点，是表达数学思想方法的中介和载体。是学生认知的基础，是学生进行数学思维的核心。数学概念的抽象性使教师的教学很难体现小学生好玩、好动的认知特点，因此概念教学的课堂常常是枯燥的、乏味的。然而，数学概念绝对不是生来就如此的，相反，它是灵动的。数学发展史告诉我们，每一个重要的概念的形成和发展．都有着丰富的经历，如数的发现，数字规律的逐步完善，线概念的建立等等。因此，在概念教学中引入数学史．借鉴对教学有价值的内容，可以使数学的概念教学更加有效。
出处
《教育导刊（上半月）》
2012年第9期93-93,共1页
Journal of Educational Development
同被引文献17
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