面向创新教育的经济数学建模教学研究

本文较深刻地分析了经济数学建模教学在高校人才培养中的作用；明确了经济数学建模教学是经济数学课程教学改革的突破口、切入点；同时，对如何开展经济数学建模教学提出了建议．     

Secondary-school teachers’ noticing of aspects of mathematics teaching talk in the context of one-day workshops

In a research project with one-day teacher education workshops for secondary-school mathematics teachers, our study explores the potential of tool-supported discussions in helping them to notice important and critical aspects of mathematics teaching talk. Mathematical practices of naming and explaining in teaching talk, students’ content learning challenges, and noticing processes of identifying, interpreting and deciding are the components of our framework and the tools that guided the design and implementation of three workshops on linear equations, fractions and plane isometries. The data was collected during the discussions with the seven teachers and the teacher educator throughout these workshops. The coding of the discussions allowed us to see discourse moves that reveal the teachers’ noticing of: (i) challenges in the identification of mathematical naming, (ii) mathematical explaining that voices the students’ learning, (iii) classroom practice in relation to mathematical naming and explaining.     

随机数学教学设计与实践——关注理解、掌握与应用

本文通过分析教学案例并总结课程教学交流体会,探讨在大学《概率论与数理统计》课程教学中如何引导学生理解概念、掌握方法并灵活应用以解决相关实际问题;培养学生善学睿思,增强其自主创新实践能力。     

Padé approximations to the logarithm II: Identities, recurrences, and symbolic computation

Combinatorial identities that were needed in [25] are proved, mostly with C. Schneider’s computer algebra package Sigma. The form of the Padé approximation of the logarithm of arbitrary order is stated as a conjecture. 2000 Mathematics Subject Classification Primary—41A21, 05A19, 33F10 Supported by NRF-grant 2047226. Supported by NRF-grant 2053748. Supported by the Austrian Academy of Sciences, by the John Knopfmacher Research Centre for Applicable Analysis and Number Theory, and by the SFB-grant F1305 and the grant P16613-N12 of the Austrian FWF. Supported by NRF-grant 2053756.     

Creative and algorithmic mathematical reasoning: effects of transfer-appropriate processing and effortful struggle

Two separate studies, Jonsson et al. (J. Math Behav. 2014;36: 20–32) and Karlsson Wirebring et al. (Trends Neurosci Educ. 2015;4(1–2):6–14), showed that learning mathematics using creative mathematical reasoning and constructing their own solution methods can be more efficient than if students use algorithmic reasoning and are given the solution procedures. It was argued that effortful struggle was the key that explained this difference. It was also argued that the results could not be explained by the effects of transfer-appropriate processing, although this was not empirically investigated. This study evaluated the hypotheses of transfer-appropriate processing and effortful struggle in relation to the specific characteristics associated with algorithmic reasoning task and creative mathematical reasoning task. In a between-subjects design, upper-secondary students were matched according to their working memory capacity.

The main finding was that the superior performance associated with practicing creative mathematical reasoning was mainly supported by effortful struggle, however, there was also an effect of transfer-appropriate processing. It is argued that students need to struggle with important mathematics that in turn facilitates the construction of knowledge. It is further argued that the way we construct mathematical tasks have consequences for how much effort students allocate to their task-solving attempt.     

Community facilitation of problem structuring and decision making processes: Experiences from the EU LEADER+ programme

This paper reports on the work carried out supporting a rural community in Denmark under the LEADER+ programme. This is a programme that supports development in particularly vulnerable rural regions of the European countries members of EU. It supports creative and innovative projects that can contribute to long-term and sustainable development in these regions. The main tasks have been the organisation and facilitation of conferences and workshops to structure the problematic situation of identifying and designing innovative projects for the development of the community and to support decision making processes related to the agreement on action plans. Learning to design, plan, manage and facilitate conferences and workshops have also being another central activity. The main purpose of these conferences and workshops was not only problem structuring and decision making in connection with community development but also the transfer of facilitation skills and appropriate methods to the community.     

互动式、开放性教学模式在高分子化学教学中的应用

根据高分子化学课程教学内容的特点以及授课的不同对象,认真剖析了在高分子化学教学中存在的四个方面的主要问题。以学生为主体,从提高学生在高分子化学学习中的主动性、积极性和创新性出发提出了互动式、开放性教学模式。详细介绍了互动式、开放性教学模式包括的具体内容和构建方法。通过基础型、提高型和创新型的多层次教学方式满足了不同层次学生在高分子化学学习上的不同需求,实现学生在动手、动脑以及创造性思维和创新能力上的综合培养。     

基于启发式教学法的分析化学实验课程教学实践——以纯碱中总碱量的测定为例

以"纯碱中总碱量的测定"实验为例,采用启发式教学法在教学内容各个环节引入问题,引导学生深入思考和讨论,主动地探究问题和解决问题,旨在培养学生创造性学习及终身学习的能力和科学的行为习惯,为后续其他实验课程及未来科研工作打下坚实的基础。     

浅谈数学实验与创新教育

本文剖析了创新教育的基础与核心问题，论述了数学实验对培养学生创新能力的重要作用．通过两个实例，展现了数学实验在内容设计时应当注意的六条原则以及在数学实验教学过程中应当掌握的“一根指针”、“两个策略”和“三种模式”。