论文部分内容阅读
《普通高中数学课程标准(实验)》在“课程的基本理念”中提到:体现数学的文化价值[1].经过10多年的教学实践,数学教育工作者将“体现数学的文化价值”进一步发展为:数学教育本质上是数学文化教育[2][3][4],指出数学教育不仅仅是数学知识的教育,更重要的是知识背后蕴涵着丰富的数学思想、思维过程、背景、发展脉络和数学精神等的教育,有研究者称其为隐性知识(默会知识).
“Ordinary high school mathematics curriculum standards (experiment)” in the “basic idea of curriculum” mentioned: embodies the cultural value of mathematics [1] .After 10 years of teaching practice, mathematics educators will be “embodies the mathematical culture Value ”further developed as follows: mathematical education is essentially mathematical and cultural education [2] [3] [4], pointed out that mathematics education is not just the education of mathematical knowledge, more importantly, behind the knowledge contains a wealth of mathematical thinking, thinking Process, background, development context and mathematical spirit of education, some researchers call it tacit knowledge (tacit knowledge).