培养学生学习数学的兴趣

最近,诺贝尔奖的获得者丁肇中教授在回答中央电视台记者关于如何使青年学好物理的提问时指出:第一要对物理感兴趣,丁肇中教授因为“年轻时对物理、数学、中国历史感兴趣”,     

关于学生数学学习兴趣的调查分析与对策

《全日制义务教育数学课程标准(实验稿)》(以下简称《标准》)是我国数学课程改革的纲领性文件.我们在新数学课程改革的具体实施中,逐步探索出一种课堂教学新模式,就是“兴趣、发现、合作、创新”的教学模式,这个模式要求数学课堂教学贯彻这四个环节;因为学生的学习兴趣是学好数     

农村小学数学学习兴趣的现状及提升方法

农村小学教育是目前教育的薄弱环节,师资水平、稳定性以及教育模式、教育理念均与当今时代的需求有差距;尤其是小学数学,相对其他学科来讲理论性较强,很多孩子出现了厌学的情况.针对以上现象,本文分析了农村小学数学学习现状,论述了培养农村小学数学学习兴趣的方法,希望对今后农村小学数学的教育开展起到推动作用.     

对数学学习兴趣有关问题的思考

一次数学观摩课上，一个女孩对老师提出的问题表现冷漠，不仅不予回答而且还表现出抵触情绪．儿童心理学专家张美玲老师遇到这件事后。与那个女孩进行了交谈．那个女孩说：“老师的问题，想一下就会．不过我就不愿去想”．“我就不愿去想，”深深地震撼着我的心．“不愿去想”的事件     

让学生有兴趣、主动地学习

从古希腊的毕达哥拉斯开始人们就认识到,对个人而言,学习数学、研究数学的推动力大致有三种(当然学习研究其他学科的推动力也是如此):(1)强制、被迫性;(2)功利性,为了某种明确的目的,当然这种功利性不一定是狭义的;(3)兴趣、好奇性,对事物真相和规律的兴趣,理解,实际上也是对真     

数学学习兴趣培养策略

新课程标准明确要求数学教育回归人文教育,凸现以人为本的教育理念．从心理学的角度看,兴趣或动机,是学生进行一切学习的一种内部诱因,兴趣是个体发动和维持其行动的一种心理状态．学生有兴趣从事学习,才能产生良好的效果,学习的兴趣被激发得越强烈,学生就能最大限度地发挥智力潜能,那么在平时的教学过程中,如何激发学生学习数学的兴趣,不妨关注以下几个方面．     

谈高中生数学学习兴趣的培养

1高中生数学学习的现状 不少高中生对数学并无兴趣,学习很被动．上课时对老师有很强的依赖性,只是跟随老师惯性运转,缺乏独立思考能力．对于课堂要点听不懂或听不全,或者只是机械性地做笔记,而不是积极地去理解相关内容,结果问题一大堆课后又不能及时巩固所学内容,寻找知识问的联系．至于作业,有时只是赶着做,在对概念、法则、公式、定理一知半解的情况下机械模仿,生搬硬套;有时敷衍了事,不问老师,不查工具书,随便答题或总是依赖同学,每天只求完成书面作业．     

激发学生学习数学的兴趣 培养学生自主探索的能力

在新课程下的初中数学教学中,教师要培养学生对自然界和社会中的现象具有好奇心,不断追求新知,独立思考,会从数学的角度发现问题和提出问题,并用数学方法加以探索、研究和解决,要开展内容广泛、形式多样的课堂教学与课外活动,发挥学生的主体作用,培     

浅谈概率论中激发数学学习兴趣

众所周知，与其它学科相比，数学是一门让人感到很枯燥乏味的学科，大量的定理、公式、计算、证明，让许多中小学生对数学产生了厌倦甚至恐惧的情绪。教育部2003年颁布的《普通高中数学课程标准》（实验）中，要求“体验事件发生的等可能性，游戏规则的公平性，能计算一些简单事件发生的可能性”，将“统计与概率”与“数与代数”、“空间与图形”、“实践与综合应用”这三大领域一起，组成了新一轮课程改革的主体部分。概率论的教育价值，不仅在于其本身在数学、经济学、生物学等学科的基础地位，单就中学生而言，更起到了激发学生数学学习兴趣的作用。     

用问题激发学生学习高等数学兴趣的研究

问题是激发学生学习高等数学兴趣的有效抓手.数学问题具有可接受性、障碍性和探究性的特征,可分为经典性问题、探索性问题和开放性问题.以问题为主线深化高等数学课程改革,必须在教学内容、课程体系、教学方法、教学手段等多方面着力,并要正确处理好问题与课程建设其它要素间的关系.     

Gender Equity in Mathematics: Beliefs of Students,Parents, and Teachers

The attitudes about mathematics held by girls and boys participating in a regional mathematics contest, their parents, teachers, and mathematics coaches were investigated. Quantitative data regarding mathematics as a male domain, perception of importance of mathematics, confidence in learning mathematics, effectance motivation, and usefulness of mathematics were obtained. It was found that the traditional gender‐based differences in the beliefs regarding mathematics persist even in these mathematically talented students. Furthermore, parents' responses to the questions regarding the role of mathematics revealed that mothers, more than fathers, focused on the computational aspects of mathematics, while fathers more than mothers mentioned the role of mathematics in science or as a language. Boys, fathers, and certain mathematics teachers admitted to a low level of gender stereotyping, as evidenced by their scores on the Mathematics as a Male Domain subscale. However, the girls, mothers, and mathematics coaches did not endorse this stereotyping. Unsolicited responses of girls and mothers, in fact, emphatically denied that gender stereotyping exists. These findings are discussed in terms of the need to resolve the essential conflicts between students', parents', and teachers' deeply held beliefs regarding the nature of mathematics, gender differences in mathematical abilities, and the desire for equity within mathematics education.     

Gender‐Related Beliefs and Mathematics Performance of Preservice Primary Teachers

The aim of this study was to examine whether there are gender differences in mathematics achievement and in beliefs about mathematics of preservice teachers over a period of four years. Data were collected from preservice teachers (156 males and 155 females) from the Ad?yaman University Faculty of Education in Turkey. The Mathematics as a Gendered Domain instrument was used to investigate preservice teachers' beliefs about the gender differences in mathematics. The results indicated that gender had no effect on mathematics performances of the preservice primary teachers. Findings of this research show that most of the male and female preservice primary teachers do not gender‐stereotype mathematics and believe that mathematics is gender neutral, although there are gender differences on some types of items of instrument.     

基于灰色理论的线性模型参数理论及应用

线性模型是经典统计学的基本内容,主要应用于随机数据的建模分析。如何对非随机的模糊或灰色等不分明性数据进行模型构建和统计分析。基于灰色系统理论,在一系列关于灰色统计推断理论的研究基础上,将灰色估计和灰色假设检验等方法拓展到线性模型的参数估计和假设检验中。与经典统计分析方法进行对比,为不分明数据的建模分析提供新的方法。     

基于线性规划和多项式样条函数的利率期限结构模型

针对线形规划利率期限结构模型只能得到离散贴现率,提出利用多项式插值方法拟合出连续光滑的利率期限结构.并依据样本内外国债信息把它与多项式样条函数模型进行了实证比较,前者的价格相对误差分别为0.45%和1.51%,后者分别为4.18%和4.5%.结果表明线性规划利率期限结构模型与多项式插值相结合的方法在拟合我国利率期限结构方面具有一定优势.     

Assessing Preservice Teachers' Beliefs about the Teaching and Learning of Mathematics and Science

With increased study of teachers' beliefs about science and mathematics teaching in recent years, there is a need for instruments that assess beliefs in both content areas. Moreover, early field experiences in schools and professional development efforts may influence the beliefs that preservice and in‐service teachers develop, and instruments for this purpose are limited. This article describes the development and validation of the Confidence, Commitment, Collaboration, and Student thinking in Mathematics and Science (CCCSMS) beliefs scales, a set of 10 six‐item scales. Collectively, these scales measure teachers' self‐confidence in doing and teaching science and mathematics, confidence in understanding children's thinking and building models of that thinking, commitment to teaching science and mathematics from a standards‐based perspective, and commitment to collaborating with peers. The scales represent an efficient and effective way of assessing beliefs of large groups. Although this article focuses predominantly on development of the scales, results from initial use indicate that there are positive correlations between beliefs related to mathematics and beliefs related to science, but the correlations are low enough to show that many teachers think differently about the two subjects.     

基于灰色理论的线性回归模型的参数理论及应用

线性回归分析是数理统计学的基本内容之一,但传统数理统计学中的线性回归分析,是建立在非模糊的随机数据上的线性回归估计和回归系数检验。而现实经济社会中大量存在含有模糊或灰色等不分明性的数据,面对这类不分明性数据,简单地使用传统的统计分析方法显然是不足取的。要想较为科学合理地分析与决策,需要利用灰色系统的相关理论,应用于随机系统信息,从而建立灰色线性回归估计、预测和灰色回归系数检验的基本理论方法,并把该方法应用于金融分析实例中,与经典线性回归分析方法进行对比,足见灰色线性回归方法能够提供比经典线性回归较多的有效信息,从而提出处理不分明数据新的方法。     

The Impact of Problem Posing on Elementary Teachers' Beliefs About Mathematics and Mathematics Teaching

This study investigated the impact of incorporating problem posing in elementary classrooms on the beliefs held by elementary teachers about mathematics and mathematics teaching. Teachers participated in a year‐long staff development project aimed at facilitating the incorporation of problem posing into their classrooms. Beliefs were examined via pre‐ and postsurvey. Results indicated a positive impact on their beliefs about mathematics and mathematics instruction. Data from open‐ended written responses verified the impact of problem posing on the teachers and their classrooms. Based on these findings, it is recommended that problem posing be incorporated into all professional learning and undergraduate education programs.