数学“再发现”式创造性思维的教学实践

本文通过分析教育意义下的创造性思维，即“再发现”式创造性思维，得出在大学数学教学阶段，应该多关注学生“再发现”式创造性思维的发展，并在数学课堂教学、数学实验教学和数学模型教学三方面就学生的“再发现”式创造性思维进行了探索和实践。一方面，数学课堂教学离不开数学实验教学和数学模型教学，后者是数学“再发现”式创造性思维训练的深化和拓展，另一方面，在数学实验教学和数学模型教学中就如何培养学生的创造性思维探索了一个教学实践的方向。     

数学建模教学是研究性学习在数学教学中的体现

探索研究性教学模式,对于提高教育理论课程的教学质量,适应当前基础教育教学改革的需要,适应社会发展对人才规格所提出的新的要求,具有着重要意义.本文从实际问题与数学知识之间联系、数学学习的开放性与发展性、数学研究性学习的本质目标三个方面说明了数学建模是研究性学习在数学教学中的体现.     

化学教学中的研究性学习与环境教育

文中提出了研究性学习和环境教育的重要性 ,分析了研究性学习与化学学科的特点 .重点阐述了在化学教学过程中如何通过研究性学习使学生掌握好的学习方法 ,同时进行环境教育     

数学教学中培养学生创造性思维的理论和实践分析

本文从什么是创造性思维入手,继而分析了数学教学中培养学生创造性思维的理论和实践策略,希望对小学数学教学有一定的启示。     

在数学课课堂教学中培养学生的创新思维能力

课堂教学应该重视学生创新思维与创新能力的培养。在教学方法上,中国传统教育注重培养学生的学习兴趣与积极性。强调要建立正确的思维方式,重视培养学生的思辩精神,这些经验对今天的创新教育仍有重要意义。培养创新能力在数学教育中的重要性表现得越来越突出。例举了在数学教学中培养学生创造性思维的四种方法,即批判性思维能力的培养、直觉思维能力的培养、发散思维能力的培养和引入数学开放题。     

研究性学习在高中数学教育中运用方法初探

数学研究性学习是培养学生在数学教师指导下,从自身的数学学习和社会生活、自然界以及人类自身的发展中选取有关数学研究专题,以探究的方式主动地获取数学知识、应用数学知识解决数学问题的学习方式.如何在高中数学课中开展数学研究性学习呢?……     

浅谈大学工科微积分教学中培养学生发现问题的能力

工科微积分不仅是学生掌握数学工具的重要课程，是一门有着丰富内容的知识体系，更重要的是它是学生培养思维的重要载体。学习数学的过程是培养创造性思维方法的过程。创造性思考的第一步是提出问题和发现问题。本文根据具体的例子分析在微积分中存在的发现问题的方法。     

概念的学习与能力的培养——浅谈数学创造性思维能力的培养

本文通过对定积分概念的阐述,主要论述了教师如何通过学生对数学概念的学习,培养学生的创造性思维能力。     

初探研究性学习培养创新思维能力之路

创新思维能力的培养是一个国家、民族教育事业的重中之重,研究性学习则是培养学生创新思维能力的有效学习方式。在详细解读研究性学习与创新思维之间关系的基础上,通过具体事例,分析运用研究性学习培养学生创新思维能力具体方法,以期为院校教育、教学改革提供一些参考。     

幼儿数学教育初探

本文通过发展思维、开发智力是幼儿学习数学的核心、幼儿数学教育必须符合幼儿初步数概念的发展顺序、幼儿动手操作活动是学习数学的基础、激发和利用幼儿的求趣心是数学教育成功的关键四个方面,阐述了数学教育在幼儿教育中的重要性,揭示了数学教育是幼儿教育必不可少的一部分。     

"Mathematics made no contribution to the public weal": why Jean Fernel (1497-1558) became a physician

This paper offers a caution that emphasis upon the importance of mathematics in recent historiography is in danger of obscuring the historical fact that, for the most part, mathematics was not seen as important in the pre-modern period. The paper proceeds by following a single case study, and in so doing offers the first account of the mathematical writings of Jean Fernel (1497-1558), better known as a leading medical innovator of the 16th century. After establishing Fernel's early commitment to mathematics, and attempt to forge a career as a cosmographer, it goes on to explain his abandonment of mathematics for a career in medicine. The 'mathematization of the world picture' is usually explained in terms of the perceived usefulness of mathematics, but Fernel's case shows that for many pre-modern thinkers, mathematics was not regarded as a useful pursuit. The paper should serve as a reminder, therefore, that the take-up of mathematics by natural philosophers was by no means inevitable, but had to be carefully managed by early modern mathematical practitioners. The case of Fernel indicates that perhaps he was not the only would-be mathematical practitioner to abandon mathematics in favor of a calling that was more appreciated by contemporaries.     

Offene Fragen in der Historiographie der Mathematik

Starting from the thesis that the history of mathematics, for saving its duration and support as a scientific discipline, has to look for the needs and problems of contemporary mathematics, six main problems of contemporary mathematics are listed (concerning partly its social state) and subsequently, 16 questions about the history of mathematics. Moreover, some analogues between the work-sharing of the historians of mathematics and that of the scientists are stated.     

基于现代教育观念下数学课堂教学设计的探讨

随着现代教学环境的不同,数学教学在方式、方法上有着极大的灵活性与创造性,文章以现代认知理论为指导,结合数学学科的特点和实践经验,讨论数学课堂教学模式的变化,教学改革方向和课堂教学设计的一些基本原则.     

Adventure Engineering: A Design Centered,Inquiry Based Approach to Middle Grade Science and Mathematics Education

Adventure Engineering (AE) is a middle grade science and mathematics outreach initiative that entails the development and implementation of single day to four‐week adventure‐driven, engineering‐based curricula for grade 5 through 9 science and/or mathematics classes. The curricula is inquiry‐based and open‐ended; activities are designed to facilitate the learning and application of concepts identified in national mathematics and science standards, and to immerse students in the engineering design experience. This paper reports the findings from the development and implementation of AE curricula in six different middle grade subjects in urban and suburban schools. Rigorous assessment revealed that the AE curricula have successfully improved mathematics and science content knowledge. Student attitudes towards mathematics and science, and in limited cases engineering, also improved. This paper also presents the results of a survey of urban and suburban student attitudes towards mathematics, science and engineering.     

关于薄膜气调包装数学模型的探讨

根据质量守恒定律和果蔬呆后呼吸生理，推导出薄膜气调包装（MAP）的数学模型。与现行采用的数学模型进行了比较、分析，结果表明，MAP方式下，N2的渗透作用对包装袋内气体浓度的影响是不可忽视的。当包装袋内外存在N2渗透时，现行的MAP数学悸型存在较大的误差。     

将数学建模融入高等数学教学提高学生的创新能力

本文结合作者在高等数学教学改革中的经验体会,对数学建模在数学中的地位和作用以及在高等数学教学中渗透数学建模的途径做了探讨。     

Publication practices in various sciences

From a study of Papers published in 1990 in major journals in eight sciences (astrophysics, biology, chemistry, geophysics, mathematics, physics, psychiatry, and radiology) we learn the following. The median numbers of authors per paper range from 1.0 (in mathematics) to 3.7 (in the medical fields). Only a few percent (0–5%) of the papers have more than eight authors. Nearly half (30–55%) of the papers in American journals are partly or totally from abroad, except in the medicinal fields (10%). The fractions of papers with authors from two or more countries are as high as 26% (in astrophysics and geophysics). Mean paper lengths range from 4.6 1000-word pages in the medical fields to 8–13 pages in the observational sciences (astrophysics, biology, geophysics) and mathematics. The fraction of papers revised range from 8% in mathematics to 100% in geophysics. The mean publication times (submission to publication) range from 200 days in physics to 600 days in mathematics.     

The mathematical significance of proof theory

Returning to old ideas of Kreisel, I discuss how the mathematics of proof theory, often combined with tricks of the trade, can occasionally be useful in extracting hidden information from informal proofs in various areas of mathematics.     

Engineering mathematics: the crisis continues

This article raises the main points of discussion relevant to the gradual dilution and weakening of university mathematics as an integral part of the engineering degree, and attempts to present an assessment of the situation in the light of persistent problems facing engineering mathematics and its changing nature     

Teaching Mathematics from an Applications Perspective

It is a widespread opinion among engineering faculty that undergraduates could be better prepared in mathematics when taking courses in their professional field of study. The lack of preparation in applying mathematical concepts may be due to the fact that examples from engineering disciplines are not widely used in mathematics courses. Most mathematics departments act as service departments to students majoring in various fields in addition to providing their own degree programs. As a result, it is not economically justifiable for them to custom tailor courses for customers from different disciplines. On the other hand, engineering has a distinct requirement of creatively applying mathematical concepts and principles to engineering problems studied in various courses. Some of the issues that must be addressed to ensure adequate preparation in the application of mathematics include: the mathematical competencies needed in engineering courses; which mathematics courses should cover such competencies; and what examples and problems related to students' major field should be developed and taught in these courses to enhance understanding and application of these concepts. The goal of this paper is not to resolve these issues, but rather to develop a conceptual framework for determining the answers using the Quality Function Deployment approach.