浅谈数学符号意义获得能力及其在问题解决中的培养  

On the Ability to Obtain the Meaning of Mathematical Symbols and Its Cultivation in Problem Solving

作　　者：王成营[1,2] 

机构地区：[1]华中师范大学教育学院 [2]湖北工程学院数学与统计学院

出　　处：《课程．教材．教法》2012年第11期74-78,共5页Curriculum，Teaching Material and Method

基　　金：2010年度教育部人文社会科学研究一般项目“数学教学内容知识(MPCK)的理论研究与实践探索”(项目批准号:10YJC880067);湖北省教育厅人文社会科学研究项目“建构主义视域下的中学数学符号教学研究”(课题编号2011jyty145)的研究成果

摘　　要：承载数学知识的数学符号是自成体系的，不仅具有文字语言、符号语言、图表语言三种等价的符号形式，而且具有基本意义、转换意义、联想意义等六种不同的符号意义。数学符号的这种特点决定了数学符号意义获得能力具有多元性、层次性、发展性。在数学问题解决教学中，培养学生的符号意义获得能力一般包括符号的识别与切分、符号意义的联想与发现、符号意义的整合与优化、符号的操作与表征四个阶段。Mathematics knowledge is communicated and transmitted by various symbols, so mathematics teaching should be aimed at developing students＇ ability to obtain the meaning of mathematical symbols independently. Mathematical symbols has their own systems that not only have three equivalent forms including word, symbolic language and chart, but also bear six different types of meaning including basic meaning, conversion meaning, associative meaning, etc. These characters of mathematical symbols determine that the ability to obtain mathematical symbols＇ meaning is diversified, hierarchical and developmental. In the teaching of mathematics problem solving, the cultivation of students＇ ability to obtain mathematical symbols＇ meaning generally includes four stages： recognition and segmentation of symbols, association and finding of symbols＇ meaning, integration and optimization of symbols＇ meaning as well as operation and representation of the symbols.

关 键 词：数学符号 数学符号意义获得能力 问题解决 

分 类 号：G633.6[文化科学—教育学]