摘要
中国古代完备的分数理论是我国优秀传统文化中的瑰宝之一。通过文献分析历史上分数的形成、发展过程,进而运用测试、访谈等方法获取相关数据,对学生在“分数”学习中存在的问题、障碍、困惑进行定性、定量分析。对学生的认知情况与分数的历史发展进行历史相似性分析,研究发现小学生在分数概念、性质、运算等方面均与我国古代数学家的认识具有相似性。通过课例分析提炼我国小学数学课堂教学利用数学史化解学生存在的障碍与疑惑的典型做法,并归纳总结这些做法对小学数学教学的启示与借鉴意义。
The complete fraction theory of ancient China was one of the treasures of my country's outstanding traditional culture.Through literary analysis,the formation and development of fractions in history,and then obtaining relevant data through testing,interviews and other methods,qualitative and quantitative analysis of problems,obstacles,and confusion in students'"fraction"learning.The historical similarity of the historical development of students'cognitive situation and fractions.Studies have found that primary school students have historical similarities with ancient Chinese mathematicians in terms of fraction concepts,nature,and operations.Through the analysis of the class analysis,the teaching of mathematics in my country to use mathematics history to resolve the obstacles and doubts of students'existence,and summarize the significance of this approach to the enlightenment and reference of primary school mathematics teaching.
作者
蒲淑萍
米雪
Pu Shuping;Mi Xue(School of Primary Education,Chongqing Normal University,400700,Chongqing,China;Chongqing Children′s Development and Teacher Education Research Center,400700,Chongqing,China)
出处
《山东师范大学学报（自然科学版）》
2023年第4期359-366,共8页
Journal of Shandong Normal University(Natural Science)
基金
教育部人文社会科学研究规划基金资助项目(17YJA880057)。
关键词
分数的历史
历史相似性
认知顺序
文化自信
the history of fractions
historical similarity
cognitive order
cultural self⁃confidence
