摘要
数学科学视域下的数学学习自有其特殊性，也造就了其相应的教学理论与实际境遇，但其所造成的“小学数学多是计算”，“初中数学多是‘无中生有＇”，“高中数学多是‘高考数学’”等“普遍现象”，却是其自身无法解决的困惑与矛盾．而融合“数学科学”于其内的数学文化之视域中的数学学习及其游戏性、流变性和融贯性等特征，则可望能够化解或解决上述困惑与矛盾，甚至成就“一以贯之”的教师学习数学文化、学生教授数学文化之场景：“善教（数学）者自学，善学（数学）者自教”．
Mathematics learning has its own particularity in the view of mathematical science, which has been forming the pedagogy of mathematical science and its actual situation, and they have been causing the phenomenon such as ＂mathematics more computing in primary school＂, ＂mathematics are ＇out of nothing＇ in junior high school＂, ＂mathematics just being ＇college entrance math＇ in high school＂. But it can＇t resolve the confusion and contradiction. In the view of mathematical culture, Mathematics learning also has its own particularities such as playing, fluidity, one for all, which are expected to be able to defuse or resolve the confusion and contradiction, even more to achieve a consistent cultural scene： teachers learning mathematics, and students teaching mathematics. That is to say： good teacher by self-study, good student by self-taught.
出处
《数学教育学报》
北大核心
2013年第1期13-17,共5页
Journal of Mathematics Education
基金
2009年度教育部重点课题——和谐学校文化建设与课程教学的关系研究(DHA090189)
2009年度南京师范大学哲学社会科学跨学科重大招标项目——江苏高中新课改推进过程中的问题与对策研究
2011年度江苏省教育科学规划重大课题——基础教育课程改革重大理论与实践问题的深入研究(A/2011/08)
2012年度教育部人文社会科学研究规划基金项目——基础教育课程改革重大理论与实践问题的深入研究(12YJA880139)
关键词
数学文化
数学学习
游戏性
流变性
融贯性
mathematical culture
mathematics learning
playing
fluidity
one for all
