论数学教育学的范畴  

On the Categories of Mathematics Education

作　　者：巩子坤[1] 宋乃庆[1] 

机构地区：[1]西南师范大学数学与财经学院

出　　处：《西南师范大学学报（自然科学版）》2005年第4期755-759,共5页Journal of Southwest China Normal University(Natural Science Edition)

摘　　要：按照科学认识的一般发展顺序和哲学范畴构成的逻辑顺序构建了数学教育学的范畴—存在层面范畴、认识层面范畴、实践层面范畴和价值层面范畴;并认为数学化、形式化与非形式化、知识的学术形态与教育形态、形式与实质、合情推理与演绎推理、数学地思考与数学建模等为数学教育学的基本范畴.According to the order of scientifically knowing and the logical order constructed from philosophical categories, the authors try to construct categories of mathematics education, which includes categories on existence, essence, practice and value. So it is put forward that formalization and in-formalization, form and essence, academic morphology and educational morphology of knowledge, empirical reasoning and deductive reasoning, mathematically thinking and mathematics modeling are basic categories of mathematics education.

关 键 词：数学教育学 范畴 数学化 形式化 

分 类 号：G42[文化科学—课程与教学论] O1-0[文化科学—教育学]