摘要
符号意识作为学生的核心素养,理应受到重视.构建一个能从具体行为层面来分析小学生数学符号意识的框架,是发展学生符号意识的重中之重.基于国内外有关符号意识操作性定义的分析,结合相关理论与实践,构建了一个关于小学生数学符号意识3个维度(符号认识、符号理解、符号运用),15个具体成分的分析框架.
As a key competency of mathematics, symbolic sense warrants attention from mathematics educators. Given the importance of constructing a framework of student’s symbolic consciousness from specific behaviors, this study constructed such a framework from three dimensions(knowing, understanding, and application) which include 15 factors based on several previous studies that referred to the operational definitions of symbolic consciousness.
作者
陶红强
TAO Hong-qiang(Liyang Tangqiao Primary School,Jiangsu Changzhou 213300,China)
出处
《数学教育学报》
CSSCI
北大核心
2020年第5期41-45,共5页
Journal of Mathematics Education
基金
江苏省常州市教育科学“十三五”规划第一批重点课题——小学生数学符号意识发展规律的实验研究(CJK-Z2018037)。
关键词
小学段
符号意识
分析框架
维度
primary school
symbol consciousness
framework
dimensions
