面向21世纪大学数学教学改革的探讨

一、知识经济社会及对大学数学教育改革的要求(一 )对 2 1世纪发展前景的展望　在即将过去的 2 0世纪 ,人类文明获得了史无前例的巨大进步 .航天科技的成就使我们踏上了遨游太空之路 ,生命科学的突破开创了“人造生命”的历史 ,计算机和现代通讯技术的飞跃使信息时代迎面而来 ,就是在纯数学领域中困扰了数学家三百多年的费尔马大定理也在本世纪即将结束时被完全攻克 .所有这一切显示了人类对自身命运和未来的掌握正在由“自在状态”走向“自为状态”;人类与自然的关系也由抗争与对立的阶段走向和谐相处与持续发展的阶段 ;人类的知识由量的积…     

面向21世纪人才与大学数学教育

现代数学是自然科学的基本语言,是应用模式探索现实世界物质运动机理的主要手段。对于现代的工业技术和现代化工程而言,数学则更是表述技术原理,进行复杂的工程设计与计算的必不可少的工具。特别地,在计算机技术快速发展的今天,现代化产业和经济的组织与管理,也已完全不能离开数学所提供的方法和技术了。这一切都使得现代数学课程,不仅在大学理科中占有了举足轻重的基础地位,而且在整个高等教育中,其作用也日重一日,我们可以说,大学数学教育的成败,将直接干系着我国一代人才的素质,其影响和重要性是自不待言的。对于大学的非数…     

面向21世纪高等数学教学内容与教学手段的改革研究与实践

本介绍了我们教研室近年来在教学内容、教学手段改革中做一些赏试和体会,指出教学内容应适应21世纪社会发展的需要,并在实践中利用现代教学手段进行教学,获得了一些初步的成效。     

面向21世纪的基础数学——美国全国数学督学理事会的意见

面向即将来临的21世纪,中小学数学中所强调的基础知识和基本能力应如何调整?这个问题势必引起数学教育界的研究。前些时候美国全国数学教师联合会(the National Council of Teachers of Mathematics,简写为NCTM)批准了美国全国数学督学理事会(the National Council of Supervisors of Mathematics,简写为NCSM)的一份关于面向21世纪的基础数学的意见书。从这份文件可以看出美国数学教育界当前对中小学数学调整问题的主要意见。译者摘译了这份意见书的部分内容以供读者参考。     

面向21世纪大学数学教学改革的探讨（续一）

二、我国非数学类专业高等数学课程教学的现状(一 )国外数学教育改革情况的简要回顾　科学和技术的进步 ,在给人类物质文明带来巨大繁荣的同时 ,也造成了人口压力、生态破坏、环境污染、资源枯竭等诸多危机 .反映在大学教育上 ,过分“专业化”的严重后果就是加剧了大学教育中的单纯技术观点、功利主义的倾向 ;导致了人的片面发展和人文精神的滑坡 .难怪联合国教科文组织总干事费德里克·马约尔惊呼 :“全世界几乎所有国家的高等教育都处于危机之中 .”可见 ,高等教育的改革是一个世界性的问题 ,事实上 ,各国也都一直在根据自身的具体情况进…     

展望21世纪珠算与珠脑速算教育的前景

珠脑速算即珠心算。珠心算是珠算发展的高级阶段。     

Mathematical Literacy and Abstraction in the 21st Century

Ed Dubinsky received his Ph.D. in mathematics from the University of Michigan in 1962 and for the next 25 years engaged in research in theoretical mathematics. In the mid‐80′s he became interested in mathematics education and has worked exclusively in the area since then. In his research, he tries to understand how a person's mind might be working when he or she tries to understand mathematical concepts at the postsecondary level. Based on this research, he has conducted large‐scale curriculum development projects in calculus, discrete mathematics, abstract algebra and cooperative learning. He has been editor or co‐editor of UME Trends, Research in Collegiate Mathematics Education, and the Journal of Computers in Mathematics and Science Teaching. He has held faculty positions at 8 universities in 5 countries on 3 continents: Fourah Bey College (Sierra Leone), University of Ghana, Tulane University, McMaster University, Polish Academy of Sciences, Clarkson University, Purdue University, and Georgia State University. Dr. Dubinsky is presently retired and consults with several universities on education matters.     

A Vision of Learning to Teach for the 21st Century

Glenda Lappan received her Ed. D. in mathematics and education from the University of Georgia in 1965 and has since worked at Michigan State University. From 1989–91 she took leave to serve as the program director for Teacher Preparation at the National Science Foundation. From 1997–2001 she is on leave to serve as president of the National Council of Teachers of Mathematics (NCTM). Her research and development interests are in the connected areas of students' learning of mathematics and mathematics teacher professional growth and change at the middle and secondary levels. She has published over a hundred scholarly papers and numerous books for middle grades students and teachers. She is currently the codirector of the Connected Mathematics Project II, which is funded by the National Science Foundation to revise and continue development of a complete middle school curriculum for teachers and for students. She served as the chair of the middle school writing group for the NCTM Curriculum and Evaluation Standards for School Mathematics (1989), and as Chair of the Commission that developed the NCTM Professional Standards for Teaching Mathematics (1991). She served on the NCTM Board of Directors from 1989 to 1992 and from 1997–2001. She has been a member of many national advisory boards, including the following: Glenn T. Seaborg Center for Teaching and Learning Science and Mathematics, the Ford Foundation/University of Pittsburgh QUASAR Project, the NSF/University of Maryland Teacher Preparation Collaborative, and the NSF/San Diego State University Mathematics for Elementary Teacher Preparation Materials Development Project.     

Special Issue Article: Preparing for the 21st Century: The Status of Quantitative Literacy in the United States

This article articulates and operationalizes a framework for investigating the level of quantitative literacy in the United States. Quantitative literacy is defined in terms of mathematical content knowledge, mathematical reasoning, understanding of the social impact and utility of mathematics, understanding the nature and historical development of mathematics, and mathematical disposition‐Data from the Third International Mathematics and Science Study are used to document the level of quantitative literacy in the US. Results suggest that, although students in the US seem to possess an awareness of the usefulness of mathematics and have positive dispositions toward mathematics, they fall short in their understanding of the nature of mathematics and an ability to apply their content knowledge to everyday situations. Suggestions for curriculum and instruction that align with the framework for promoting quantitative literacy are offered.