数学理解下学习的生成基础、价值意蕴及发展路径  

Generation Basis,Value Implication and Development Path of Learning Under Mathematical Understanding

作　　者：吴仁芳 赵彬如 WU Renfang;ZHAO Binru(Department of Mathematics and Statistics,Hunan Normal University,Changsha,Hunan,410081,China)

机构地区：[1]湖南师范大学数学与统计学院,湖南长沙410081

出　　处：《教育与教学研究》2024年第6期31-43,共13页Education and Teaching Research

基　　金：湖南省教育厅教改项目“新课标下数学学习力形成的机制研究”(编号:HNJG-2024-0522);湖南师范大学博士启动基金项目“图中单调性拓扑指数极值问题的研究”(编号:0531120-4098)。

摘　　要：数学学习是学习者获取数学知识、数学能力的有效途径,是数学教育的核心问题。基于数学理解视角,文章从数学概念、命题、推理和证明出发建构数学学习的生成基础,在数学意义、关系、能力、情境和认知中涵育数学学习的价值意蕴,在数学设计、抽象、探究、反思和情境中探寻数学学习的发展路径,以满足数学学习中有效性、核心质、途径源、审视域和情感场的需求。Mathematics learning is an effective pathway for learners to acquire mathematics knowledge and ability,and it is the central issue of mathematics education.Based on the perspective of mathematical understanding,this study constructs the generation basis of mathematical learning from mathematical concepts,propositions,reasoning,and proofs,nurtures the value implication of mathematical learning within the mathematical meaning,relationship,ability,context,and cognition,and explores the development path of mathematical learning through mathematical design,abstraction,inquiry,reflection,and context,so as to meet the needs of effectiveness,core quality,approach source,review field,and emotional field in mathematics learning.

关 键 词：数学理解 数学学习 数学情境 数学设计 

分 类 号：G633.6[文化科学—教育学]