摘要
数学教学中融入数学史是一个重要的研究课题.在八年级数学教学中,进行数学史融入统计概念教学的实验研究,选取6名学生作为个案研究对象,对其认知发展进行定性分析,结果发现：参与研究的5名学生的认知水平得到明显提高,而有1名学生的认知依旧停留在原有的水平.研究表明,数学史融入统计教学加强了学生对统计概念的理解,促进了学生认知的发展,不过,并非所有学生的认知水平都得到明显提升,可能某些学生收效甚微.
Integrating the history of mathematics in teaching and research explored case of six students in eighth grade of junior showed that five students＇ understanding of mean, median and learning of mathematics was always a central topic of HPM. The high school based on HPM instruction. The case of six students mode were notably strengthened, one of them moved an entire cognitive level, four students＇ cognitive levels were increased respectively by 1 and 3 levels, and another one did little growth. The research showed that it was an important cause to promote the students＇ cognitive ability which mathematics history integrated into teaching of statistics concepts.
出处
《数学教育学报》
CSSCI
北大核心
2017年第2期46-49,91,共5页
Journal of Mathematics Education
基金
全国教育科学规划教育部重点课题——边疆少数民族地区小学数学教学中融入数学文化的调查研究(DMA150217)
