两年前,通过对文献的检索,我们发现国内对“数学素养”的研究局限在经验和思辨的层面上,缺少来自一线课堂的实证案例。于是,我们决定从一线教师的层面对“数学素养”做一个阐释,从数学思考、数学体验、数学表达这三个维度来评估学生的数学素养。以“生活中的负数”为例,我们先后做了两次教学设计的对比。第一次遵循北师大版教材的编写 Two years ago, through the search of the literature, we found that the domestic research on the “mathematical literacy” is limited to the level of experience and speculation, and lack of positive examples from first-class classroom. Therefore, we decided to make an interpretation from the level of teachers on the “mathematical quality”, from the mathematical thinking, mathematical experience, mathematical expression of these three dimensions to assess the students’ mathematical qualities. Taking “Negatives in Life ” as an example, we have made two comparisons of teaching design. The first time to follow Beijing Normal University version of the preparation of textbooks