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上个世纪欧美“新数运动”的失败带给我们的教训之一,就是数学的教学并非越现代化越先进,而需循着数学发展史的足迹引导数学教育:我们需引导孩子像人类祖先那样经历在生活中学计数,认识各种图形、各种运算并逐步深入,从整数到小数,从有理数到实数、复数……数学的发展是如此符合逻辑、顺理成章。然而也有例外,比如古埃及“单位分数之谜”。
One of the lessons we learned from the failure of the “New Games” in Europe and the United States in the last century is that the teaching of mathematics is not the more modern and advanced the mathematics education, and we must follow the footsteps of the history of mathematics development: we must guide children like humans Ancestors as experienced in secondary school life count, recognize a variety of graphics, a variety of computing and gradually deepening, from integer to decimal, from rational to real, complex, ... ... mathematical development is so logical and logical. However, there are exceptions, such as ancient Egypt “mystery of unit scores ”.