“数感”及其形成与发展  

Number Sense and Its Development

作　　者：徐文彬[1] 喻平[2] 

机构地区：[1]南京师范大学课程与教学研究所,江苏南京210097 [2]南京师范大学数学与计算机科学学院,江苏南京210097

出　　处：《数学教育学报》2007年第2期8-11,共4页Journal of Mathematics Education

基　　金：全国教育科学"十五"规划重点课题国家一般课题(BHA010079);江苏省教育科学"十一五"规划课题立项课题(D/2006/01/086)

摘　　要：“数感”是对数字关系和数字模式的意识,以及运用这种意识灵活地解决数字问题的能力.形成“数感”有赖于对数字知识和数字的简便性的把握与熟悉,对运算知识和运算的简便性的把握与熟练,并体现在把数字、运算的知识及其简便性应用到需要用数字进行推理的问题解决当中.培育和发展学生“数感”的关键是,在熟悉“相互独立的”标准的计算程序过程中辨别数字模式和数字关系,并在这两者之间建立起恰当的联系.Number sense was the consciousness of the relationship and patterns of numbers, and the ability to solve the problems involving numbers flexibly with it. The forming of number sense relied on the mastery and familiarity with the number knowledge and its facilities, with the operational knOwledge and its facilities, and reflects in the process of using them to solve problems, which need the number reasoning. The key to cultivating and developing students＇ number sense lay on the ability to identify the number patterns and relations in the familiarity with the separate standardized operational procedures, as well as to establish the relationship between them.

关 键 词：数感 形成数感 发展数感 符号感 数学观 

分 类 号：G420[文化科学—课程与教学论]