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数学同时具备知识和方法的价值,数学教育因而具有双重教育意义,在其功能的价值意义上有两种取向,即社会取向和工具取向。是侧重于为学生未来需要提供有用数学的知识还是侧重于培养学生的数学思维能力的论争,在我国数学教育发展历程中一直存在,其表现为在不同发展时期对某种取向更为关注,这直接影响着数学教育的发展。数学教育的许多论争多源于此。数学教育功能取向的调适要符合社会发展的需要,在数学新课程实施中要正确认识社会取向和工具取向的合理性与片面性。
Mathematics has the value of both knowledge and method. Therefore, mathematics education has dual educational significance. There are two kinds of orientation in the value meaning of its function, that is, social orientation and instrumental orientation. Is to focus on the need for students in the future to provide useful knowledge of mathematics or to focus on students’ ability to math thinking debate in the development of mathematics education in our country has always existed in the performance of different stages of development for more attention to a certain orientation, which Directly affect the development of mathematics education. Much of the debate in mathematics education stems from this. The adjustment of the function orientation of mathematics education should accord with the needs of social development. In the implementation of the new mathematics curriculum, we should correctly understand the rationality and the one-sidedness of social orientation and tool orientation.