数学文化与儿童数学认知  

Mathematical Culture and Children's Mathematical Cognition

作　　者：魏勇刚[1,2] 庞丽娟[1] 李琳[1] 

机构地区：[1]北京师范大学认知神经科学与学习国家重点实验室,北京100875 [2]重庆师范大学学前教育学院,重庆401331

出　　处：《心理科学》2009年第1期217-219,共3页Journal of Psychological Science

基　　金：国家攀登计划项目(95-专-09)

摘　　要：数学文化以文化为视角,在人类文化发展的历史过程中审视和理解数学,为我们认识和理解儿童数学认知开辟了全新的方向。作为数学文化的重要内容的数学信念、数学价值观、数学典故、数学符号、数学法则以及实物工具等,在儿童数学认知的知识提取、理解与表征、记忆与策略、认知风格、情绪态度以及自我效能等方面起着重要的影响作用。Mathematical culture examines and understands mathematics in the process of human development from the perspective of culture, and paves the way for our understanding children＇s mathematical cognition. As the important aspects of mathematical culture, all mathematical beliefs, mathematical values, mathematical legends, mathematical symbols, mathematical principles, and material tools play an important role in children＇s mathematical cognition, such as the application of knowledge, comprehension and representation, memory and strategy, cognitive style, feeling and attitude, and self efficiency.

关 键 词：数学文化 数学认知 知识提取 认知加工 认知风格 认知调控 

分 类 号：G623.5[文化科学—教育学]