美国EM教材数学情境设计及其对我国的启示--以EM教材中的“分数”内容为例

The Situational Design of American EM Textbooks and Its Enlightenment to China--Taking the"Fraction"Content in the EM Textbooks as an Example

当下情境学习正成为教育改革的新方向,因此如何设计符合情境学习理论的数学教材,对数学情境教学的开展至关重要。基于此,文章首先对情境学习理论进行解读,提出5条教材情境化实现路径,在此基础上搭建了数学情境设计分析框架。随后,文章以美国《每日数学》(Everyday Mathematics,EM)教材中的“分数”内容为例,阐释了EM教材数学情境设计的特征,即数学任务有情境素材作支撑、数学任务的表征形式多为具象、数学学习以非识记型认知为主、数学问题解决路径强调多元、数学思维过程注重可视化呈现。最后,文章分析了EM教材教学情境设计对我国的启示,以期为我国数学教材的编写提供参考。

At present,situational learning is becoming a new direction of education reform.Therefore,how to design mathematics textbooks that conforms to situational learning theory is crucial to the development of mathematical situational teaching.Based on this,the paper firstly interpreted the situational learning theory,proposed 5 routes to realize the situation of textbooks,and constructed the analysis framework of mathematical situational design.Then,taking the"fraction"content in the American"Everyday Mathematics"(EM)textbooks as an example to explain the characteristics of the mathematical situational design of the EM textbooks,namely,the mathematical task was supported by the situational materials,the representation form of the mathematical tasks was more concrete,mathematics learning was based on non-memorial cognition,mathematics problem solving paths emphasized diversity,and mathematical thinking process emphasized visual presentation.Finally,the enlightenment of teaching situational design of EM textbooks to China was analyzed,expecting to provide reference for the compilation of EM textbooks in our country.