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随着科学技术的发展,数学软件与高等数学教学适当融合是一种重要的教学手段,在数学建模能力的培养过程中显得尤为重要.本文基于Matlab软件的强大功能,探讨了在高等数学教学中数学建模与教学工具Matlab的有机融合,举例分析了Matlab软件在培养学生建模能力中的辅助作用. 相似文献
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<正> 在普通工科院校,高等数学教学一般都配置了习题课,它虽作为讲授课的辅助,但有其自身的特点。可以说,习题课是帮助学生消化和巩固所学知识,发展智能,培养学生运用理论解决实际问题能力的重要环节。 相似文献
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针对当前高职院校高等数学教学存在的主要问题,从教学模式、教学内容、教学方法、教学手段等方面初步探讨了高职院校高等数学教学的实施办法. 相似文献
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浅析构造思想在高等数学中的应用 总被引:3,自引:0,他引:3
袁继红 《数学的实践与认识》1997,(4)
本文对高等数学中的构造思想进行了一定程度的探究,主要分析说叫了构造思想在高等数学中的重要地位及其应用,重点沦述了反例的构造,为高等数学教学提供了一个有效的辅助方法。 相似文献
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高等数学教学改革研究进展 总被引:21,自引:1,他引:20
通过分析国内外高等数学教学改革研究历史与现状,阐明21世纪高等数学课程地位、作用和价值,及与21世纪相适应的高等数学教学改革意义、方向与方法.并结合个人教学实践分析、总结了具有代表性的高等数学教学理念、教学内容与课程体系、实践教学、计算机技术应用等方面改革成果与经验.最后对高等数学教学改革的继续深入和目前存在问题提出一些观点. 相似文献
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由于数学所具有的特点,在高等数学教学中,运用"挖掘"教学策略,对高等数学中哲学思想、数学内容本身及数学问题中的隐含条件进行挖掘、培养学生学习数学的兴趣,同时培养学生具有发现问题、提出问题、探索问题的能力及创造性思维能力. 相似文献
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This paper describes theoretical design principles emerging from the development of tasks for standard undergraduate mathematics courses that address applications to teaching secondary mathematics. While researchers recognize that mathematical knowledge for teaching is a form of applied mathematics, applications to teaching remain largely absent from curriculum resources for courses for mathematics majors. We developed various materials that contain applications to teaching that have been integrated into four standard undergraduate mathematics courses. Three primary principles influenced the design of the tasks that prepare future teachers to learn and apply mathematics in a manner central to their future work. Additionally, this paper provides guidance for instructors desiring to develop or implement similar applications. The process of developing these tasks underscores the importance of key features regarding the roles of human beings in the tasks, the intentional focus on advanced content connected to school mathematics, and the integration of active engagement strategies. 相似文献
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Due to the fact that the computer tools available at present in mathematics teaching offer only inferior capabilities for solving (open) problems, their capabilities being restricted to sequential algorithms, and also because the of mathematics—informaties paradigm is inadequately formulated, standardized programming tools are needed in order to handle certain types of problems. The article presents examples of arithmetic problems and their solution using standardized programming tools, so as to illustrate their applications in: developing programs for the derivation of multi-element solution sets (as well as for strengthening the inductive basis required in order to find propositions); modifying available programs in order to be able to deal with diversified or extended open problems; using standardized programs as a ?black-box” software for checking or elaborating strategies for open problem solving. 相似文献
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P. Karagiannis I. Markelis K. Paparrizos A. Sifaleras 《International Journal of Mathematical Education in Science & Technology》2013,44(7):765-782
This paper presents new web-based educational software (webNetPro) for Linear Network Programming. It includes many algorithms for Network Optimization problems, such as shortest path problems, minimum spanning tree problems, maximum flow problems and other search algorithms. Therefore, webNetPro can assist the teaching process of courses such as Graph Theory or Network Optimization, Algorithms or Data Structures. Since the Matlab web server is part of the underlying infrastructure, the end user need not use Matlab directly. The approach exploits transparently the benefits of the Matlab programming environment through a straightforward web interface. Furthermore, webNetPro is platform independent. Thus, it can be viewed as a powerful supplement to traditional instruction techniques and can be used without significant difficulties in distance education. Benefits and drawbacks are thoroughly described in order to support the significance of this tool in distance learning. 相似文献
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融入数学开放题改进大学数学课堂教学 总被引:1,自引:0,他引:1
开放式课堂呼唤开放性问题,在数学课堂教学中适当引入数学开放题,有利于促进数学教育的开放化与个性化,使数学教育更具生命活力.数学开放题融入数学课堂教学的途径主要体现在:说书人式的"导入新课"让位于主持人般的"情境创设";单纯讲授改为师生互动;巩固练习中加入质疑反思;从讲细讲透到留有余地.这种做法能够激发学生的学习兴趣,拓展学生的思维空间,有效地培养学生的创新精神和实践能力,达到改进大学数学课程教学的目的. 相似文献
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高等数学教学现状调查分析 总被引:3,自引:0,他引:3
高等学校扩大招生后,非数学专业的数学教育面临很多问题,大部分人把这些问题归结为学生质量的下降造成的,这是不公正的.教学过程是一个系统的过程,从对1995级和2005级同一份高等数学(下册)试卷的考试情况进行分析,虽然可以显现出学生的差异,但这些差异不全是学生的质量的问题,应该与教学环境、教学要求、教学方法、师资条件以及社会发展环境等相关联,同时与学生的学习兴趣、学习能力是密不可分的.调查分析这些因素对当代学生的学习和数学教学的影响程度到底有多大,是有效提高大学数学教学质量的前提. 相似文献
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Robyn Pierce Kaye Stacey 《International Journal of Computers for Mathematical Learning》2010,15(1):1-20
This paper proposes a taxonomy of the pedagogical opportunities that are offered by mathematics analysis software such as
computer algebra systems, graphics calculators, dynamic geometry or statistical packages. Mathematics analysis software is
software for purposes such as calculating, drawing graphs and making accurate diagrams. However, its availability in classrooms
also provides opportunities for positive changes to teaching and learning. Very many examples are documented in the professional
and research literature, and in this paper we organize them into 10 types. These are displayed in the form of a ‘pedagogical
map’, which further classifies them according to whether the opportunity arises from new opportunities for the mathematical
tasks used, change to interpersonal aspects of the classroom or change to the point of view on mathematics as a subject. The
map can be used in teacher professional development to draw attention to possibilities for lessons or as a catalyst for professional
discussion. For research on teaching, it can be used to map current practice, or to track professional growth. The intention
of the map is to summarise the potential benefits of teaching with technology in a form that may be useful for both teachers
and researchers. 相似文献
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Marcelo C. Borba 《ZDM》2012,44(6):801-814
This paper begins by situating online mathematics education in Brazil within the context of research on digital technology over the past 25?years. I argue that Brazilian research on technology in mathematics education can be divided into four phases, and then present an example that ??blends?? aspects of the second and third phases. Phase two can be characterized by research with software designed to address traditional mathematics topics, such as functions, while the third phase is characterized by online courses. The data presented show creative solutions for a problem designed for collectives of humans-with-function-software. The paper is analyzed from a perspective that emphasizes the role of different technologies as teachers and professors collaborate to produce knowledge about the use of mathematical software in regular face-to-face classrooms. A model of online education is presented. Finally, the paper discusses how technology may change collaboration and teaching approaches in continuing education, as it allows for greater integration of online learning with teachers?? classroom activities in schools. In this case, the online platform plays an active role in the learning collective composed of humans-with-media. 相似文献
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In Indiscrete Thoughts [18], G.-C. Rota remarked, ??The mystery, as well as the glory of mathematics, lies not so much in the fact that abstract theories do turn out to be useful in solving problems, but, wonder of wonders, in the fact that a theory meant for one type of problem is often the only way of solving problems of entirely different kinds, problems for which the theory was not intended. These coincidences occur so frequently, that they must belong to the essence of mathematics.?? Indeed, it happens often that abstract mathematics leads to concrete applications, and real-life problems constitute a source of inspiration for sophisticated theories. The strong synergy between pure mathematics and its applications advocates for teaching methods that intertwine physical intuition with mathematical abstraction, and recognize the universality of mathematical laws throughout the sciences. 相似文献