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当谈到如何在数与代数中发展演绎推理时,忽然产生了一个非常熟悉的感觉:这不正是自己在进行数与代数学习时,自己曾经的一个困扰吗——数与代数,不是以数感,符号意识和运算能力为主吗?怎么在教材与相应练习中,涉及到推理问题的比重多了许多呢?推理问题不是在图形与几何中,才被当成重点吗?带着问题,我问道于同行,问道于身边的专家,更是问道于我们的《数学课程标准》。我发现,在数与代数中,培养学生的推理,尤其是演绎推理也成为了一项重要内容。或者
Suddenly a very familiar feeling arises when it comes to developing deductive reasoning in numbers and algebras: Is not it just a matter of time before I was engaged in numbers and algebraic learning-numbers and algebra, not numbers Feelings, symbolic awareness and computational competence? How do textbooks and related exercises involve a greater proportion of inference problems? Is inference reasoning a priority not in graphics and geometry? With questions, I Asked colleagues in the field, asked experts in their side, but also asked in our “mathematics curriculum standards.” I found that in numbers and algebra, the training of students’ reasoning, especially deductive reasoning, has also become an important part. or