费赖登塔尔的“再创造”学习理论指出:数学再创造的过程可以分两个层次,一是要将现实问题转化成数学问题,即要发现现实问题中的数学成分,并对这些成分做符号化处理;二是当问题一旦转化成具有数学性质的问题时,再从具体问题转化成抽象概念,从中建立数学问题与数学形式系统之间的关系。在实际的教学过程中往往出现两种倾向:一是“纯数学”的 Freirenthal’s theory of “re-creation” indicates that the process of mathematical re-creation can be divided into two levels. First, it is necessary to translate practical problems into mathematical problems, that is, to find the mathematical components in realistic problems and to These components are treated as symbols; second, once the problem is transformed into a mathematical problem, the concrete problem is transformed into an abstract concept, and the relationship between the mathematical problem and the mathematical formal system is established. In the actual process of teaching tend to appear two tendencies: First, “pure mathematics ”