HPM视角下极限概念的教学案例  

A Teaching Case on Concept of Limit from Perspective of HPM

作　　者：王爱玲[1,2] 傅海伦[3] 熊斌[2] WANG Ailing FU Hailun and XIONG Bin(Department of Mathematics, Heze University, Heze 274015, China Department of Mathematics, East China Normal University,Shanghai 200241,China Shandong normal university,Jinan 240015, China.)

机构地区：[1]菏泽学院数学系,山东菏泽274015 [2]华东师范大学数学系,上海2002411 [3]山东师范大学,山东济南250014

出　　处：《高等数学研究》2017年第5期46-51,共6页Studies in College Mathematics

基　　金：上海市核心数学与实践重点实验室基金(13dz2260400);山东教育科学规课题"高等教育数学教学专项"(YBS15016);教育部重点课题(DHA130273)

摘　　要：本文展示教学案例"数学史融入极限概念教学"的设计、实施和评价过程.从学生认知、思想方法和数学史三个维度来设计课堂教学,经试验和调查,数学史材料有机的融入到极限概念教学中有助于学生更好地理解极限的概念,并总结出数学史融入数学教学的一般流程.This paper presents a teaching case of History of Mathematics Assimilate into the Concept of Limit with design, implementation and evaluation process from three aspects of students＇cognitive, thinking, and knowledge in history of mathematics. This betters students in understanding the concept of limit. A general process is summarized for History of Mathematics Assimilate into mathematics teaching.

关 键 词：ε-δ“语言” 数学史 教育形态 

分 类 号：G642[文化科学—高等教育学]