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1976年,英国著名数学教育家、心理学家斯根普从数学知识的特征出发,明确提出了数学理解有工具性理解、关系性理解两种类型,为数学概念的理解在一定程度上提供了方向性依据。近期,笔者研读了《正比例函数的图像》的课例文本,又观看了视频,有所感悟,尔后若有所思:能否基于数学认知理解的视角进行数学概念教学呢?1课例简述教师开门见山,直接板书课题“正比例函数的图
In 1976, the famous British mathematical educator and psychologist Schangen Pu from mathematics knowledge characteristics, clearly put forward the understanding of mathematics have instrumental understanding, relational understanding of two types of mathematical concepts to understand to some extent provided Directional basis. Recently, the author studied the text of the case of ”the image of the proportional function“, watched the video, some insights, then thoughtfully: can mathematics concept teaching based on the perspective of mathematical cognitive understanding? The teachers go straight to the point, the direct blackboard topic ”Figure of the proportional function