中瑞准教师方程概念观的比较研究  

Comparative Study of Pre-service Teachers’ Conception about Equations between China and Sweden

作　　者：沈晓芳[1] 王晓辉[2] 

机构地区：[1]石河子大学师范学院数学系,新疆石河子832003 [2]东北师范大学数学与统计学院,吉林长春130024

出　　处：《数学教育学报》2011年第1期92-95,共4页Journal of Mathematics Education

基　　金：教育部特色专业点建设项目——数学与应用数学特色专业点建设(2007ZLZY09);新疆生产建设兵团普通高中课程改革规划课题——课堂实施探究学习的策略与案例研究(BTGKY08018)

摘　　要：对于方程这个概念，中瑞两国共同存在的观念有：表达式中所使用的变量影响准教师判断是否是实例方程；公式、定理和恒等式与方程的关系不明确；函数与方程的联系分不清．两国各种观念略有强弱差异．从整体上来看，中国准教师还没有形成清晰的概念意象，比瑞典准教师模糊．For the conception of equation, Chinese and Sweden both have the following problems： the variables used in expression influences on teachers judgment about whether the expression is the equation; the relationship between formula, theorems and identities is not clear; relation between function and equation is hard to recognize. The degree of strength and weakness of these problems is slightly different. From the overall point of view, the pre-service teachers in China have not formed a clear concept image and more vague than the Swedish nre-service teachers.

关 键 词：数学概念 方程概念的观念 准教师 中瑞对比 

分 类 号：O122.2[理学—数学]