摘要
按照历史发生原理与Pirie和Kieren的超回归理解模型,数学教材中分数意义的呈现应兼顾分数意义演变的历史顺序与其理解的"超回归"倒序。中国和新加坡的代表性教材中的分数意义呈现都体现出历史发生顺序与"超回归"倒序的统一,而美国的代表性教材中关于分数意义的呈现没有很好地遵循历史发生顺序与体现"超回归"倒序的思想。小学教材在呈现分数的意义时,既要依次引入"部分/整体""测量"以及"除法"意义,又要注意帮助学生对分数意义理解的"超回归"倒序材料的组织和设计。
The presentation of fraction meanings in primary mathematics textbooks plays an important role on students＇ fraction learning. Firstly, based on the theory of historical order and ＂transcendent recursive＂ model, we suggest students＇ fraction learning should follow the historical evolution order of fraction＇s meaning and the ＂transcendent recursive model＂ of fraction understanding. Secondly, the comparison of several countries＇ primary mathematics textbooks showed that Chinese and Singapore textbooks reflect fraction＇s historical order and ＂transcendent recursive＂ inverted order better than America textbooks. Finally, we need to consider the combination of historical order and ＂transcendent recursive＂ inverted order when we design textbooks.
出处
《课程．教材．教法》
CSSCI
北大核心
2017年第5期34-39,共6页
Curriculum，Teaching Material and Method
基金
天津市哲学社会科学规划重点项目“立德树人背景下中学生学科核心素养测评--以语数外为例(TJJX16-007)”
