摘要
民族数学的多元文化背景与学校数学标准化之间存在固有的矛盾,这种矛盾造成了民族数学及其教育中的一些现实困境.首先对民族数学与民族数学教育两个概念的涵义进行了辨析,然后基于历史相似性的视角分析了造成民族数学及其教育困境的现实背景和根源,分析了早期数学发展的经验性以及数学发展3个层面的超越性,并以古埃及数学发展为例讨论了数学发展在超越性方面的一些局限,最后提出了民族数学及其教育在3个超越性层面上发展的要求和路径.
There was intrinsic contradiction between cultural diversity of ethnomathematics and standardization of school mathematics. Some realistic difficult situations in ethnomathematics and its education arise from the contradiction. Firstly, this paper discriminated the implication of ethnomathematics and ethnomathematical education. Then it analyzed the realistic background and root cause which result in the difficult situations of ethnomathematics and its education from the perspective of historical similarity. It also analyzed some empirical features in early development of mathematics and three-level transcendence in mathematical development, and discussed some limitations concerning transcendence by taking early mathematical development in Egypt as an example. Finally, it raised the requirements and approaches in three transcendence levels for the development of ethnomathematics and its education.
出处
《数学教育学报》
CSSCI
北大核心
2017年第4期87-91,共5页
Journal of Mathematics Education
基金
国家自然科学基金项目——数学符号的演变与传播研究(11471232)
民国时期中外数学交流与四川数学的发展(11526018)
关键词
民族数学(民俗数学)
民族数学教育
民族文化
数学史
超越性
ethnomathematics
ethnomathematical education
ethnic culture
history of mathematics
transcendence