中学数学教学内容改革对高等数学教学影响的客观分析及对策

大学数学的部分内容进入中学课堂是大势所趋,对大学高等数学的教学产生了一定的积极影响.在此基础上的高等数学教学改革不仅需要重视传统,更需要重视教学内容、教学理念、教学方法上的提升与创新.     

Impact of Middle School Student Energy Monitoring Activities on Climate Change Beliefs and Intentions

The Going Green! Middle Schoolers Out to Save the World project aims to direct middle school students' enthusiasm for hands‐on activities toward interest in science and other STEM areas while guiding them to solve real‐world problems. Students in this project are taught by their teachers to use energy monitoring equipment to audit standby power consumed by electronic devices in their homes and communities. Major findings were: (a) Beliefs in climate change increased more for students in the treatment than comparison group, pre to post; and (b) For girls there was a larger positive impact on climate change beliefs than for boys. These and additional findings presented in this paper provide evidence that a hands‐on engaged‐learning curriculum can have a positive influence on climate change beliefs and intentions and strengthen the association between the two constructs.     

新课标体系下高中数学对大学工科数学教学产生的问题分析及对策探索

大学工科数学的部分基础内容下移于高中数学,高中数学中原有的基础内容又有所删减,大学工科数学的教材内容并没有因此而调整.所以,新课标体系下的高中数学教学对大学工科数学教学产生了深刻的影响.本文分析了大学工科数学教学面临的问题,在此基础上,结合作者多年的教学实践,探索性的提出了解决问题的对策.     

高等数学在中学数学建模中指导作用

本文用典型的例子说明如何在中学数学建模中有效地使用高等数学的思想和方法 ,促进高等数学和中学数学的有机结合 .     

由一道高考数学题来看中学数学与大学数学衔接问题

高考是高等学校选拔人才的重要手段．高考命题不仅引导着中学教学的方向,而且对高等教育也具有一定的启示作用．本文通过一道安徽省高考数学试题的解答情况,简要分析了中学当前数学教学中存在的问题,并指出大学数学与之衔接应注意的几个方面,以期为高校培养创新型人才提供一定的思路．     

因子分析法在农村中学生心理健康综合评价中的应用

运用因子分析的方法对中科院王极盛教授编制的"中国中学生心理健康量表"的总分计算方法进行改进,建立了江西省农村中学生心理健康的综合评价模型,为能准确地评价农村中学生的心理健康提供方法上的支持。     

大学数学实施研究性学习的若干途径

研究性学习作为一种最具影响力的教学理念,正对人们的学习方式和教学模式产生着深刻的影响,在高校可通过对问题的引申、推广,方法的探讨,模型的建立、求解与应用来实施数学研究性学习.     

Detecting Students' Experiences of Discontinuities Between Middle School and High School Mathematics Programs: Learning During Boundary Crossing

Transitions from middle school to high school mathematics programs can be problematic for students due to potential differences between instructional approaches and curriculum materials. Given the minimal research on how students experience such differences, we report on the experiences of two students as they moved out of an integrated, problem-based mathematics program in their middle school into a high school mathematics program that emphasized procedural fluency. We conducted an average of two interviews per year for two and a half years with participants and engaged in participant-observation at their high school. In this study, we illustrate an analytic process for detecting discontinuities between settings from participants' perspectives. We determined that students experienced a discontinuity if they reported meaningful differences between settings (frequent mention, in detail, with emphasis terms) and concurrently reported a change in attitude. Additionally, these students' experiences illustrate two opportunities to learn during boundary-crossing experiences: identification and reflection.     

用高中数学求解异面直线公垂线方程

用高中向量基础知识和待定法可非常方便地得出n（n≥3）维线性空间中异面直线的公垂线方程.若在大学数学教学中挖掘与中学数学的衔接和联系,则可在很大程度上降低大学数学的教学难度.     

提高一般本科院校学生学习数学积极性初探

结合一般本科院校的教学实践 ,总结了在提高学生学习数学积极性方面的一些做法 .在教材与教辅建设、教研报告等教学改革方面教研室带领教师走在前 ,从提高教学内容趣味性、教学方式多样性、培养学生数学能力等方面入手提高学生学习积极性 ,利用应用数学知识竞赛、数学建模活动、数学软件使用等方法发掘学生数学潜力 .     

Teacher Learning and Mathematics Manipulatives: A Collective Case Study About Teacher Use of Manipulatives in Elementary and Middle School Mathematics Lessons

This collective case study analyzes the use of manipulatives in math lessons developed and taught by 4 groups of elementary teachers (K‐8) involved in lesson study as part of a professional development program. The study found that in three of four lessons studied manipulative use was turned into an end in and of itself, rather than a tool, and that in the fourth lesson manipulative use hindered rather than helped student learning. These problems with manipulative use by teachers in the lessons provide helpful guidance for planning of future professional development for math teaching. Our conclusion contains recommendations for successful implementation of manipulatives for both teachers and professional developers. Most importantly, we stress the need to emphasize the link between pedagogy and content, not the specific use of manipulatives.     

高等数学教育价值的缺失与对策

针对高等数学教学只重视数学的工具价值而忽视其人文价值的问题,分析高等数学教育价值缺失的具体原因,并给出相应的解决方案,即在课堂教学中使用数学史、融入对科学品质的培养和数学美教育、渗透数学建模思想、使用数学模型方法。     

增加应用实例的比例有利于高等数学教学效果的进一步提高

阐述了在高等数学教学中增加应用实例的重要性.由于高等数学理论体系中,绝大多数的定义、定理或性质的获得几乎都与实际应用有关,因此本文针对一元函数微积分,探讨了在高等数学教学中根据不同知识点具体引入不同应用背景实例的方法.     

浅谈在高等数学教学中如何将基本概念形象化

高等数学中的基本概念具有高度抽象性，是教师讲授的难点，也是学生学习的重点，而基本概念的掌握是学生学习理解高等数学的关键，也是培养学生学习兴趣的前提．本总结了多种方法，将基本概念形象化变为可“听”，可“看”，可“摸”，降低了基本概念的教与学难度，提高了学生学好高等数学的兴趣。     

Opportunities for learning: the use of variation to analyse examples of a paradigm shift in teaching primary mathematics in England

We demonstrate the power of Variation Theory as an analytical tool used to understand the underlying conceptual structure of mathematics lessons taught by English primary school teachers. We study excerpts of three lessons that are posted on a professional website. We show how lesson analysis using variation allows us to focus on what is made available to be learnt in the lesson excerpts. We identify some differences in their use of dimensions of variation and the associated ranges of change and discuss how suitable patterns of variation and invariance might differ according to the nature of the learning focus. We reflect on the value of our analytical approach.     

地方应用型本科院校数学与应用数学专业课程体系的改革与实践——以太原工业学院为例

以太原工业学院为例,分析了数学与应用数学专业培养应用型人才所面临的挑战.结合该校地方性和应用型的特点,基于岗位需求为导向,围绕"毕业生未来就业岗位—培养目标—能力与素质要求—课程设置"这条主线完成了金融数学和软件开发两个方向的课程设置,以此建立"模块化教学,分流培养"的培养体系,为应用型本科院校数学与应用数学专业课程体系设置提供参考.     

Integrating Science,Mathematics, and Technology in Middle School Technology‐Rich Environments: A Study of Implementation and Change

The GTECH project, funded through a grant from the GTE Foundation, prepared school teams of science, mathematics and technology teachers and an administrator to set goals for their local schools regarding implementation of electronic technology and integration of content across curricular areas. A variety of teacher‐centered staff development strategies were used to enable participants to achieve local school objectives, model and encourage active learning environments involving technology, develop integrated curriculum and provide training to their peers. GTECH staff provided workshops and summer institutes based on teacher feedback and classroom observations. Data from the Stages of Concerns Questionnaire assisted the staff in designing effective staff development activities. Over the 2‐year period, teacher teams developed and implemented integrated instructional materials and developed skills in using HyperStudio, PowerPoint, telecommunications applications, and instructional resources from the Internet. They also linked instruction to new state and national standards in science, mathematics, and technology. GTECH teachers reported that their students have expanded their knowledge and skill in problem solving, teamwork, technical expertise, and creativity.     

From the Written to the Enacted Curricula: The Intermediary Role of Middle School Mathematics Teachers in Shaping Students' Opportunity to Learn

In this paper is reported the extent of textbook use by 39 middle school mathematics teachers in six states, 17 utilizing a textbook series developed with funding from the National Science Foundation (NSF‐funded) and 22 using textbooks developed by commercial publishers (publisher‐generated). Results indicate that both sets of teachers placed significantly higher emphasis on Number and Operation, often at the expense of other content strands. Location of topics within a textbook represented an oversimplified explanation of what mathematics gets taught or omitted. Most teachers using an NSF‐funded curriculum taught content intended for students in a different (lower) grade, and both sets of teachers supplemented with skill‐building and “practice” worksheets. Implications for documenting teachers' “fidelity of implementation” ( National Research Council, 2004 ) are offered.     

从诺贝尔经济学奖看数学建模的价值

分为三个部分,第一部分,诺贝尔经济学奖的概述;第二部分,数学建模在经济学中的应用情况;最后一部分,展望经济科学的发展趋势.     

模糊数学方法在矿井自然地质条件评价中的应用

运用模糊数学理论,对直接制约煤矿开采与生产经济效果的矿井自然地质条件的评价原理和方法进行了一些探讨