“估算”在数学课程中的矛盾分析  

Conflict Situations of Estimation In Mathematics Curriculum

作　　者：郜舒竹[1] 刘莹[1] 王智秋[1] 

机构地区：[1]首都师范大学初等教育学院,北京100048

出　　处：《课程．教材．教法》2013年第1期52-60,共9页Curriculum，Teaching Material and Method

摘　　要：自"估算"进入数学课程后,其难教、难学是不争的事实。究其原因在于估算并未真正融入数学课程,与相关内容以及教师和学生熟悉的思维方式呈现对立状态。这种对立状态由估算任务的主观性、估算结果与方法的开放性以及思维过程的或然性和复杂性决定。摆脱估算的这种孤立状态,将其融入数学课程与教学的基本途径是创造条件实现对立关系的统一。The difficulty in teaching and learning estimation has been an indisputable fact since estimation was taken into mathematics curriculum. The reason is that the estimation has not really integrated into the mathematics curriculum, showing opposite status with relevant content, as well as the way of thinking that teachers and students are not familiar with. The conflict situations are decided by three characteristics of estimation, subjectivity of the task, openness of the result and the method, likelihood and complexity of the thinking process. One of the effective approaches to integrate estimation into mathematics curriculum is to set conditions for contradiction reduction.

关 键 词：估算 数学课程 矛盾 

分 类 号：G623.5[文化科学—教育学]