高中数学教材中数学史分布的特征和模式研究——以北师大版数学必修教材为例  

On the Character and Model of Distribution of Mathematics History in the High School Mathematics Textbook——Based on the Analysis of the Mathematics Compulsory Textbook Published by Beijing Normal University Press

作　　者：罗新兵[1,2] 魏金英[1] 刘阳 恩斯特姆 

机构地区：[1]陕西师范大学数学与信息科学学院,陕西西安710062 [2]瑞典厄勒布鲁大学科学与技术学院,厄勒布鲁70812 [3]瑞典卡尔斯塔德大学数学系,卡尔斯塔德65188

出　　处：《数学教育学报》2012年第1期30-33,共4页Journal of Mathematics Education

基　　金：教育部陕西师范大学基础教育课程研究中心2010年度基础教育专项课题——中小学数学教师培训模式与有效性研究(JCJY201005)

摘　　要：在北师大版高中数学必修教材中,数学史的有关内容共有22处.这些数学史的内容分别出现在正文、例题、习题和阅读材料中,其中阅读材料占63.64%.数学史的内容主要是数学家生平、历史名题以及与数学史有关的其他材料,而且主要以文字呈现.数学史融入数学教学有两种设计模式：显性融入和隐性融入,显性融入又可分为由数学知识引出数学史和由数学史引出数学知识两种方式。In the high school mathematical compulsory text books published by the Beijing Normal University Press, the knowledge on the history of mathematics occurs in 22 places. Among which, about 63.64% is in the form of reading materials. The contents about history of mathematics are focused on the stories of mathematicians, famous mathematical problems and other materials relative to the history of mathematics, and they were mainly represented in text forms. There are two designing models for integrating the history of mathematics into mathematics teaching, that is, explicit integration and implicit integration. The former includes two ways, one is deriving the history of mathematics from mathematical knowledge and the other is deriving the mathematical knowledge from the history of mathematics.

关 键 词：数学史 数学教材 设计模式 显性融入 隐性融入 

分 类 号：G423.3[文化科学—课程与教学论]