 Posted: Mon 22:40, 04 Apr 2011 Post subject: Mathematical construct of |
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| Mathematical construct of
Crucial. Theory, and the existence of such problems, people's life experiences and the resulting view of mathematics and mathematical culture, the confidence of students and teachers of mathematics teaching and community involvement is how it affects the degree of mathematics teaching and learning activities? In this regard, it is further proposed the To clearly illustrate this concept, you can first contact under the guidance of a concept in the learning activities; In addition, students mainly learn through the school of mathematics which gradually developed a 39 Guizhou Normal University (Natural Science) Vol 18, said of the various concepts. our students in traditional teaching under the influence of passive recipients of knowledge of mathematics, students often think about and discuss mathematics, to meet in the exam, college entrance examination, mechanical imitation, memory, knowledge, for the theorem, the concept of the formation process and can not care can not be formed to share the joy of math activities . Therefore, the disappointment, weariness, and even students eventually completely lost interest in learning mathematics and confidence (and the whole belief in life). Specifically, the isolated individuals into a construction process. but a process of cooperation, that is of shared participation can improve mathematics teaching. Second, some understanding of the social community once been established, and even the formation of a specific vitality will be also be adopted by the new individual for the succession of conscious behavior, but for the individual math teaching has had a very significant influence, folk mathematics and everyday mathematics research and practice can explain the importance of this point. Therefore, understanding of each individual learning activities with a certain Review and Implications 4.1 4 Emphasis on Mathematics learning activities in environmental and cultural impact, and individual initiative, students have the experience and knowledge (mathematical reality), emphasizing the active construction of student, from the perspective of mathematics culture. Students can simulate the environment from a specific context and culture specific learning experiences to learn realistic mathematical background, which for improving student interest and enthusiasm, and with practice and understanding of the application of mathematics have a strong practical significance. Such as contextual learning, group learning, discovery learning. 4.2 we study and the emphasis on not the only correct standard of things,GHD glätteisen, the lack of abstraction l training, one-sided lower level of knowledge of students and learning features is wrong. Similarly, the importance of such research can also be regarded as individual differences of students, changing teaching strategies, focusing on student emotions, values, cultural backgrounds and so the impact of construction to overcome the misconceptions of students and some unnecessary features not meet the mathematical construction of behavior in order to achieve good teaching results. 4.3 mathematics education from the cross-cultural perspective a relatively mature and independent mathematical system is based on a relatively stable over a large cultural circle. and this relatively large circle of different cultural sub-culture system (if any) will melt in the mathematics education is relatively mature and busy independent of the mathematical system, and that this nation will there is a relatively small area (countries) that in the implementation, including its relatively large national (country) is relatively mature and independent mathematical system. from the cognitive in mathematics learning may become an obstacle or move the anchor, and the mathematical form because of language barriers can be considered bilingual teaching Acknowledgements: This article by Wang Ping nose, Lvzhuan Han noted the two instructors guidance. |
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