论文部分内容阅读
学生在进行数学活动过程中,对数学信息的处理存在认知偏差,这些偏差是学生获取知识、发展思维的障碍。我们知道,认知偏差有共性和个性之分,这里我们对学生处理数学信息的共性偏差略加分析。
Students in the process of mathematics activities, the existence of cognitive bias in the processing of mathematical information, these deviations are obstacles for students to acquire knowledge and develop thinking. We know that there are commonalities and individual differences in cognitive bias. Here we analyze the common bias of students in dealing with mathematical information.