数学思维素养:儿童带得走的智慧

Mathematics Thinking Accomplishments and Children's Wisdom Acquisition

数学教学即是数学思维的教学。数学思维的培养,还存在深刻性不够、发散性欠缺、敏捷性滞后、批判性不足等诸多问题。基于发展儿童核心素养的视角,培养数学思维要注意三个转向,即教学取向要从"教例子"转向"用例子教",教学过程要从"静态讲授"转向"动态生成",教学评价要从"关注学会"转向"关注会学"。从整合的视角出发,培养数学思维的策略包括动手操作、类比迁移、变式思考等。

Mathematics teaching is also mathematics thinking teaching. There exist such problems with mathematics thinking cultivation as deficiency of depth, lack of divergence, delayed agility, and shortage of criticism. From the perspective of developing children＇s core accomplishments, teachers should attend to three diversions in cultivating mathematics thinking： the orientation of teaching should divert ＂teaching examples＂ to ＂teaching by examples＂, the process of teaching should divert ＂static tuition＂ to ＂dynamic generation＂, and the evaluation of teaching should divert ＂focusing on learning＂ to ＂focusing on being skilled in learning＂. Starting from the angle of integration, teachers may employ such strategies to cultivate students＇ mathematics thinking as hands-on operation, analogy transfer, and variation thinking.