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以往关于数学活动经验的研究有两个主要特征:一是注重数学活动经验理论层面的研究;二是注重数学活动经验积累的研究,这些研究是非常必要的。当数学活动经验进入数学课程标准并被广大教师认同和接受以后,不仅要在理论层面上弥补教师的认识盲点,更要在实践层面上回应教师的操作挑战。另外,已有的研究基本上是探讨数学活动经验积累的问题,对数学活动经验运用的研究很少,如史宁中认为经验的积累是个体创新的基本条件之一,经验的积累与知识的掌握、思维的训练一起构成了创新能力的基础~([1])。数学教师更加关注以下问题:数学活动经验能
Previous studies on the experience of mathematical activities have two main characteristics: First, pay attention to the theoretical level of mathematical activity; second, focus on the accumulation of mathematical activity of the research, these studies are very necessary. When the experience of mathematics activities into mathematics curriculum standards and by the majority of teachers agree and accepted, not only to make up for teachers in the theoretical level to understand the blind spots, but also to respond to the practical aspects of the teacher’s operational challenges. In addition, the existing research is basically to explore the accumulation of mathematical activity experience problems, the application of mathematical activity experience is very small, such as the thought of Smith’s accumulation of experience is one of the basic conditions for individual innovation, accumulation of experience and knowledge Mastering and thinking training together form the basis of innovation ability ([1]). Math teachers pay more attention to the following questions: Mathematical activities experience can