技术支持下的儿童数学问题解决——情境表征的视角

该文在深入剖析数学问题解决情境内涵的基础上,提出了从情境表征这一新视角来思考技术支持儿童的数学问题解决过程,以期为信息技术与数学课程的深层次整合提供借鉴和参考。

数学情境问题解决错误分析与评价

在问题解决中,出现错误是不可避免的,错误的合理性正逐渐得到教育工作者的认可,将其看作一种有效的教学资源.情境问题解决与核心素养密切相关,因此,从核心素养的视角出发,构建数学情境问题解决错误分析框架,分析结果如下:(1)在6个数学核心素养成分中,数学抽象、逻辑推理错误出现得最多;(2)数学核心素养三级水平中,被试普遍难以达到二级水平.研究亦得,不理解情境是影响错误的核心因素.教师在教学中应深化学生对情境的理解和培养情境中的知识迁移能力,以促成数学核心素养的培养.

Experimental research on mathematics teaching of“situated creation and problem-based instruction”in Chinese primary and secondary schools

This research tends to make the experimental study on the mathematics teaching model of“situated creation and problem-based instruction”(SCPBI),namely,the teaching process of“creating situations—posing problems—solving problems—applying mathematics”.It is aimed at changing the situation where students generally lack problem-based learning experience and problem awareness.Result shows that this teaching model plays a vital role in arousing students’interest in mathematics,improving their ability to pose problems and upgrading their mathematics learning ability as well.