| 9,745 | 517 | 303 |
| 下载次数 | 被引频次 | 阅读次数 |
本文基于如下两个假设。首先,对数学核心素养的研究需要基于人的培养目标,社会所需各级各类的未来人才的特质形成以及个人将来的生活质量,应该伴随在数学核心素养发展过程中。其次,数学核心素养的研究需要基于人们对数学的认识,人们拥有的数学观会影响对数学素养的认识。本文在阐述数学核心素养关联的人才观和数学观之后,提出并论述数学核心素养的构建,其中包括数学交流、数学建模、智能计算思维和数学情感四个核心素养成分。
Abstract：Based on two underlying assumptions,we discuss the core components of mathematical literacy. The first assumption is that the discussion of the core components of mathematical literacy needs to consider educational goals. The second assumption is that the discussion of the core components of mathematical literacy needs to consider the nature and process of mathematics. We argue for the necessity of four core components of mathematical literacy: mathematical communication,mathematical modeling,computational thinking,and mathematical disposition.
[1]UNESCO.Education 2030.Incheon Declaration and Framework for Action.Towards Inclusive and Equitable Quality Education and Lifelong Learning for All[R].Paris:UNESCO,2016.
[2]中华人民共和国教育部.国家中长期教育改革和发展规划纲要(2010-2020年)[EB/OL].http://www.moe.gov.cn/srcsite/A01/s7048/201007/t20100729_171904.html,2016-09-19/2016-09-22.
[3]Ministry of Education Singapore.21stCentury Competencies[EB/OL].https://www.moe.gov.sg/education/education-system/21st-century-competencies,2016-09-19/2016-09-22.
[4][美]托马斯·弗里德曼.世界是平的-21世纪简史[M].何帆,等,译.长沙湖南科学技术出版社,2009.
[5]蔡金法,聂必凯,许世红.做探究型教师[M].北京:北京师范大学出版社,2015.
[6][美]阿尔伯特·爱因斯坦.爱因斯坦晚年文集[M].方在庆,等,译.海南:海南出版社,2014:32.
[7][美]M·克莱因.西方文化中的数学[M].张祖贵,译.上海:复旦大学出版社,2005:452.
[8]The Nobel Prize in Physics Is Really a Nobel Prize in Math[EB/OL].http://www.theatlantic.com/technology/archive/2013/10/the-nobel-prize-in-physics-is-really-a-nobel-prize-in-math/280430/,2016-09-19/2016-09-22.
[9][美]斯坦.干嘛学数学?[M].叶伟文,译.台湾:天下远见出版股份有限公司,2002:4.
[10]崔允漷.追问“核心素养”[J].全球教育展望,2016(5):3-10.
[11]OECD.PISA 2009 Assessment Framework:Key Competencies in Reading,Mathematics and Science[R].Paris:OECD Publishing.2010.
[12]Oxford Learning.What Dose Math Literacy Mean?[EB/OL]http://www.oxfordlearning.com/what-doesmath-literacy-mean/,2010-05-05/2016-09-22.
[13]马云鹏.关于数学核心素养的几个问题[J].课程·教材·教法,2015(9):36-39.
[14]桂德怀,徐斌艳.数学素养内涵之探析[J].数学教育学报,2008,17(5):22-24.
[15]史宁中.推进基于学科核心素养的教学改革[J].中小学管理,2016(2):19-21.
[16]Turner,R.Exploring Mathematical Competencies[J].Research Developments,2011,24,Article.5.
[17]全美数学教师理事会.美国学校数学课程与评价标准[M].人民教育出版社数学室,译.北京:人民教育出版社,1994.
[18][19][28]中华人民共和国教育部.义务教育数学课程标准(2011年版)[M].北京:北京师范大学出版社,2012:9-15,4,3-5.
[20]徐斌艳.关于德国数学教育标准中的数学能力模型[J].课程·教材·教法,2007(9):84-87.
[21]Blum,W.,Galbraith,P.L.,Henn,H-W.&Niss,M.Modelling and Applications in Mathematics Education[M].The 14thICMI Study.Springer,2007:12.
[22]Blum,W.Modellierungsaufgaben im Mathematikunterricht[A].Humenberger et al.Festschrift fuer HWH[C].Hildesheim:Franzbecker,2007:8-23.
[23]Cai,J.,Cirillo,M.,Pelesko,J.A.,Borromeo Ferri,R.,Borba,M.,Geiger,V.,Stillman,G.,English,L.D.,Wake,G.,Kaiser,G.&Kwon,O.Mathematical Modeling in School Education:Mathematical,Cognitive,Curricular,Instructional,and Teacher Education Perspectives[A].S.P.Liljedahl,C.O.Nicol,S.Oesterle&D.Allan.The Proceedings of the Joint Meeting of the 38thInternational Group and the 36thNorth America Chapter for the Psychology of Mathematics Education(Vol.I)[C].Vancouver,British Columbia,Canada:PME,2014:145-172.
[24]Cai,J.,Moyer,J.C.,Wang,N.,Hwang,S.,Nie,B.&Garber,T.Mathematical Problem Posing as a Measure of Curricular Effect on Students'Learning[J].Educational Studies in Mathematics,2013,83(1):57-69.
[25]任友群,隋丰蔚,李锋.数字土著何以可能—也谈计算思维进入中小学信息技术教育的必要性和可能性[J].中国电化教育,2016(1):2-8.
[26]Wing,J.M.Computational Thinking[J].Communication of the ACM,2006,49(33):33-34.
[27]ISTE&CSTA.Operational Definition of Computational Thinking for K-12 Education[EB/OL].http://csta.acm.org/Curriculum/sub/Curr Files/Comp Thinking Flyer.pdf,2016-07-28/2016-09-16.
[29]Weintrop,D.etc.Defining Computational Thinking for Mathematics and Science Classrooms[J].Journal of Science Education&Technology,2015(25):127-147.
[30]Duschl RA&Bismack AS.Standards for Science Education:Quantitative Reasoning and Modeling Concepts[A].Duschl RA,Bismak AS.Reconceptualizing STEM Education:The Central Role of Practices[C].Laramie:University of Wyoming,2013:120.
[31]Cai,J.&Merlino,F.J.Metaphor:A Powerful Means for Assessing Students’Mathematical Disposition[A].D.J.Brahier&W.Speer.Motivation and Disposition:Pathways to Learning Mathematics[C].National Council of Teachers of Mathematics 2011 Yearbook.Reston:NCTM.147-156.
[32]刘新求,等.“数学情感”的内涵分析和合理定位[J].太原教育学院学报,2005(9):21-24.
[33]徐品方.女数学家传奇[M].北京:科学出版社,2005:15.
[34][英]G.H.哈代.一个数学家的辩白[M].李文林,等,译.南京:江苏教育出版社,1996:4.
[35]张奠宙.20世纪数学经纬[M].上海:华东师范大学出版社,2002:220.
基本信息:
中图分类号:G633.6
引用信息:
[1]蔡金法,徐斌艳.也论数学核心素养及其构建[J].全球教育展望,2016,45(11):3-12.
基金信息:
“华东师范大学教育学高峰学科建设项目”资助
2016-11-15
2016-11-15