国内数学学科论著产出的结构以及与国际数学热门研究领域的比较

本文以统计数据为依据对国内数学学科近五年的研究状况、发展趋势以及国内学者数学论著的产出结构做了分析，并与国际数学领域的研究动向和发展态势进行了比较．     

科学出版社“国外数学名著系列（影印版）”

科学出版社作为国内最大的科技书刊出版单位,多年来一直以推动国内科学技术的发展为己任,出版了大量高水平的学术专著和基础理论类图书。近期,我们又精心推出了一套“国外数学名著系列(影印版)”丛书,供广大数学工作者阅读。该丛书首批推出23本,均由国内知名的院士、专家推荐,涵盖了基础数学、应用数学、计算数学与科学工程计算、统计学等各数学分支。     

对高等数学教学内容现代化的思考

<正> 关于非数学专业数学教育现代化问题,近几年国内已有不省文章对此进行了讨论。1988年与1989两年,钱学森教授又在一系列的信件、讲话和文章中,提出了理工科数学教育与电子计算机的关系问题,引起了国内数学界,特别是高校数学教育工作者的极大兴趣。     

美国中学生数学水准如何——也谈二阶递归数列

1 爱数学不分初与高 美国中学数学教学的水平如何?在国内有很多传说,其中有:美国中学数学水平很低,有许多中学生甚至不会乘法口诀.     

关于举办2011年中学生数学奥林匹克夏令营活动的启事

从1996年至今,华中师范大学数学与统计学学院已成功举办多届全国中学生数学奥林匹克夏令营活动,培养了大批优秀的数学竞赛选手,他们在国内、国际数学奥林匹克竞赛中取得了令人瞩目的成绩.我院已     

关于举办第十二届全国数学奥林匹克教练员讲习班与中学生数学奥林匹克夏令营活动的信息

受中国数学会的委托，华中师范大学数学与统计学学院成功承办了1991年的全国中学生数学冬令营和1996年的国际数学奥林匹克中国国家集训队的培训工作，1996年至2006年连续举办了十一届数学奥林匹克教练员讲习班和中学生数学奥林匹克夏令营活动，来自国内20多个省市及澳门的4000多名师生参加了学习，培养出了大量优秀的数学竞赛选手，他们在国内、国际数学奥林匹克竞赛中取得了令人瞩目的成绩，参加讲习班并取得奥林匹克教练员证书的很多老师已成为各级学校的优秀教练。我院已成为全国数学奥林匹克活动的重要培训基地。     

中国农业大学应用数学系简介

中国农业大学是全国农林院校中最早设立应用数学硕士点的学校之一,应用数学系现有1个数学与应用数学本科专业,2个硕士点(数学专业、运筹与管理专业)和1个运筹与管理专业博士点,并已获得数学一级学科硕士学位授予权,成为国内农林院校中实力雄厚     

浅谈数学交流能力的培养

20世纪90年代末、21世纪初，随着国内数学教育改革的发展以及与国际数学教育界交流的日趋频繁，数学交流逐渐引起国内数学教育界的广泛关注．2001年7月，国家教育部颁布的全日制义务教育《数学课程标准》（实验稿）的“基本理念”首次明确指出合作交流是学生学习数学的重要方式，学习内容要有利于学生进行数学交流，并对数学交流提出了具体要求．2003年4月颁布的普通高中《数学课程标准》（实验）把“提高数学表达和交流能力”作为高中数学课程的目标之一．     

学术动态

在世界著名数学家陈省身教授的倡导与支持下,西安交通大学于近期成立了以游兆永教授为主任,李开泰、张文修教授为副主任的应用数学研究中心.该中心旨在交流应用数学研究成果,探索应用数学研究的新动向,推动多学科、多层次、国内以及国际间应用数学的研究与合作. 授予陈省身先生西安交通大学名誉教授仪式暨“应用数学研究中心”成立大会,于5月11日下午在西安交通大学逸夫科学馆举行.国内许多高等院校、科研单位及知名学者发来了贺电或贺信,近百位来宾及西     

征稿简则

简介:《中国科学:数学》创刊于1950年,主要报道数学基础研究与应用研究方面具有重要意义的研究成果,是数学科学领域的综合性学术期刊.由中国科学院与国家自然科学基金委员会主办、《中国科学》杂志社出版,现为月刊,网络版每月1日出版,印刷版每月20日出版.收录情况:《中国科学:数学》(ISSN1674-7216)与SCIENCECHINAMathematics(ISSN1674-7283)是两个相对独立的刊物,前者被《中文核心期刊要目总览》、《中国科学引文数据库》、《中国期刊全文数据库》、《中国科技论文与引文数据库》和《中国数字化期刊群》等收录.后者为SCI核心期刊.栏目:《中国科学:数学》有3个栏目.     

New technology: an example of the potential to influence the mathematics curriculum

The mathematics behind the design and use of bar codes is outlined. The paper makes the point that while recent technological developmens are being used to enhance the way mathematics is taught, there is another equally important aspect of new technology. This is the mathematics needed to develop the technology which could influence future mathematics curricula in schools and colleges. This aspect is explained by looking closely at the mathematics used in bar code design.     

离散数学的翻转课堂教学法研究

离散数学是计算机专业的重要的基础课程.但是离散数学课程抽象难懂、教学模式单一、理论实际结合能力差,从而影响了这一课程的教学效果.为了提升离散数学的教学效果,面向学生翻转课堂的教学模式被引入.翻转课堂通过视频、示例或者项目、以及拓展等方式充分发挥学生为中心,教师辅助的教学理念,提升学生学习的主动性,提升离散数学的教学效果,为后续计算机专业课程奠定良好的基础.     

论大学数学教育中的人文精神

讨论了大学数学教育中的人文精神.首先,分析说明了大学数学教育中培养人文精神的必要性.其次,阐明了大学数学教育中人文精神的内涵.最后,分析说明了要弘扬大学数学中的人文精神,培养高素质的人才.     

Cognitive opportunities in textbooks: the cases of grade four and eight textbooks in Israel

The cognitive domain in mathematics, defined as thinking and understanding in the process of learning mathematics, is a main focus of curricula in many countries. This study explores breadth and depth of understanding as addressed in mathematics textbooks certified as aligned to Israeli national mathematics curricula. We compare opportunities for students to engage with mathematics requiring different types and levels of understanding provided by the tasks in mathematics textbooks. Comparison of two fourth grade and two eighth grade mathematics textbooks showed significant differences in the opportunities to learn in the cognitive domain that each provides. These differences can be quantified; the quantification defines the cognitive demand of the textbook. The cognitive demand of the four textbooks varies. This reveals a potential source of inequity in students’ opportunities to learn mathematics. Results should prompt discussion around standardization and alignment of textbooks to the cognitive goals of the curriculum.     

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.     

Policy issues in the teaching and learning of the mathem atical sciences at university level

Policy decisions and their implementation impact on the teaching and learning of mathematics in many ways. Sometimes this is overt and takes account of local factors and professional opinion. However global economic policies, often dominated by the actions of huge multinational corporations, can have considerable influence on all aspects of education including mathematics education. These policies appear to be creating greater inequity between and within nations. Quality mathematics education for all, a recurring theme at International Congress on Mathematical Education meetings, is becoming less of a reality. At the same time, mathematics education at every level is increasingly influenced by powerful bureaucrats rather than by the profession. It is suggested that mathematical scientists need to try to understand the political forces affecting mathematics education for the ICMI study on teaching and learning mathematics at the tertiary level to have maximum impact.     

Parents’ Attitudes Toward Mathematics and the Influence on Their Students’ Attitudes toward Mathematics: A Quantitative Study

The purpose of this study was to investigate parents’ attitudes toward mathematics, their students' attitude toward mathematics, and the influence of the parents’ attitude on the students' attitude toward mathematics. Data analyses revealed statistically significant positive correlations between parents’ and students’ attitudes toward mathematics. Additionally, parents’ mathematics attitude significantly predicted students’ attitudes toward mathematics (n=146). By understanding the influence of parents’ attitudes on students’ attitudes toward mathematics, school efforts can be geared toward fostering favorable attitudes toward mathematics among parents.     

Economy: the absent centre of mathematics education

Social and political turns in mathematics education research have brought into the field postmodern theorisations that researchers have been using to dismantle traditional philosophies of mathematics, to posit mathematics in the sociocultural terrain, and to spell out the role mathematics has in school exclusion. Sociopolitical perspectives constitute a privileged field of research to address the influence of economy on mathematical achievement. However, instead of investigating the role of economy in students’ achievement, sociopolitical studies have been contributing to a disavowal of the economic dimension of school mathematics. This paper synthesises a set of investigations carried out by the author in the last 5 years endeavouring to posit mathematics education in the political and economic spectrum of our time. It takes advantage of the contemporary combination of Hegel’s dialectics, Lacanian psychoanalysis and Marx’s critique of political economy, carried out by Slavoj ?i?ek, to develop a critique of the way research within the so-called ‘sociopolitical turn’ deals with the issue of equity; and marks out the contours of mathematics education’s ideological belonging.     

A multidimensional approach to training mathematics students at a university: improving the efficiency through the unity of social,psychological and pedagogical aspects

The article deals with social, psychological and pedagogical aspects of teaching mathematics students at universities. The sociological portrait and the factors influencing a career choice of a mathematician have been investigated through the survey results of 198 first-year students of applied mathematics major at 27 state universities (Russia). Then, psychological characteristics of mathematics students have been examined based on scientific publications. The obtained results have allowed us to reveal pedagogical conditions and specific ways of training mathematics students in the process of their education at university. The article also contains the analysis of approaches to the development of mathematics education both in Russia and in other countries. The results may be useful for teaching students whose training requires in-depth knowledge of mathematics.     

Socio-economic and cultural mediators of mathematics achievement and between-school equity in mathematics education at the global level

This paper aims at identifying and understanding how and to what extent socioeconomic and cultural factors mediate mathematics achievement and between-school equity in mathematics education among countries. First, under the assumption that equity and quality of education are independent constructs, the construct of equity-in-quality in mathematics education is developed. Second, the 18 countries that were identified in the previous work of the author Jurdak in (Toward equity in quality in mathematics education. Springer, New York, 2009) as being diverse in mathematics education will serve as study cases to illustrate, compare, and contrast the mediatory role of socio-economic and cultural factors in mathematics achievement and between-school equity in mathematics education. The results show that the differences in mathematics achievement and between-school equity in mathematics education at the country level are associated with, and can be accounted for in some cases, by socioeconomic and cultural factors.