对数学课程中有关数学文化的思考  

Thought about Mathematical Culture in the Curriculum on Mathematics

作　　者：傅赢芳[1] 张维忠[1] 

机构地区：[1]浙江师范大学数理学院,浙江金华321004

出　　处：《数学教育学报》2005年第3期24-26,共3页Journal of Mathematics Education

基　　金：全国教育科学"十五"规划重点课题--文化传统与数学教育现代化(DHA010276)

摘　　要：数学文化呈现的是开放、多元和动态的数学内部及其与外部的联系.数学文化价值体现在如下4个方面:数学自身价值、科学价值、社会价值与精神价值.基于这样的数学文化观念,有关数学文化课程的设置就应充分重视与学生的文化背景及数学现实的联系,注重数学与其它学科的联系,注重数学内部知识结构之间的联系.Since mathematical culture in some sense meant open, multifaceted and developing contacted between knowledge structures of mathematics itself, and between the interior and exterior of Mathematics, its value was considered as for the development of itself, science, society and the area of thought. Based on the above viewpoints, it was believed that full attention should be paid to the relation between Mathematics and students＇ cultural background, between mathematics and other subjects, and between the internal knowledge structures of mathematics, in the process of setting mathematical culture into the curriculum on mathematics.

关 键 词：数学课程 数学文化 联系 

分 类 号：G40-055[文化科学—教育学原理]