摘要
历史发生原理是运用数学史于数学教育的重要理论基础之一.就数学教育而言,个体数学理解的发展遵循数学思想的历史发展顺序.研究表明:高中一年级学生对虚数相乘问题和无穷级数求和问题的认知过程在很大程度上重蹈了历史发展过程,这验证了学生认知的历史发生原理的有效性.
The historical-genetic principle was one of the important arguments taken as reasons for applying the history to teaching and learning mathematics. Through a test on problems of multiplying two imaginary numbers and summing a divergent series, this study justified the principle： the students＇ recognition of these concepts resembles that of mathematicians in the history. Therefore, this study supported the arguments of H. Poincare, G.Polya and H. Freudenthal.
出处
《数学教育学报》
北大核心
2005年第3期30-33,共4页
Journal of Mathematics Education
关键词
历史发生原理
虚数
无穷级数
The historical-genetic principle
imaginary numbers
infinite series
