数学史融入数学教学:意义与方式  

Integrating the History of Mathematics into Mathematics Teaching: Significance and Approaches

作　　者：彭刚[1,2] 汪晓勤[1] 程靖[1] 

机构地区：[1]华东师范大学数学系,上海200241 [2]广西师范大学数学与统计学院,广西桂林541004

出　　处：《成都师范学院学报》2016年第1期115-120,共6页Journal of Chengdu Normal University

摘　　要：数学史融入数学教学的意义与方式是研究数学史与数学教学之间关系的中心课题。文章在"教学三角形"模型基础上,构建了一个数学史融入数学教学的概念性框架,从理论层面论述了数学史融入的意义所在。此外,结合我国数学课堂教学的特点,在西方学者研究基础上,从实践层面提出了数学史融入数学教学的四种方式,分别为:附加式、复制式、顺应式以及重构式。The significance and approaches of integrating the history of mathematics into mathematics teaching is the central issue of research on relationship between history and pedagogy of mathematics.This study constructs a conceptual framework, based on which the paper demonstrates theoretically the significance of integration. Besides, combining research in western countries and characteristics of mathematics classroom teaching in China, the paper puts forward practically four approaches to integration. These approaches are the Complementation Approach, the Replication Approach, the AccommodationApproach and the Reconstruction Approach.

关 键 词：数学史 数学教学 意义 方式 

分 类 号：G42[文化科学—课程与教学论]