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“数学理解”:建构儿童的“有意义学习”

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摘要 作为儿童"有意义学习"的一种方式,数学理解能够让儿童实现学习的自组织、自建构。建构儿童"数学理解",要从儿童的数学经验、生活经验出发,让儿童深刻洞察抽象性数学知识的"形象原型"。在学习中明晰数学知识的逻辑起点,追溯数学本质知识的源流,并从数学知识的联系出发,建构数学知识的脉络,进而达成对数学知识点的本质性理解。
作者 高新梅
出处 《华夏教师》 2015年第4期22-23,共2页
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