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贵州的数学教育落后于全国的水平,学生——特别是边远民族地区学生的成绩和能力,比之于发达地区的学生,还存在着不小的差距。我们将从跨文化的数学教育研究的角度,来阐述如下四个方面的问题:1.边远民族地区学生数学思维能力简析;2.造成边远民族地区学生数学思维能力发展差异的原因;3.提高边远民族地区学生数学思维能力的基本途径;4.改革数学教育,提高边远民族地区学生数学思维能力
Guizhou’s mathematics education lags behind the national level, and students, especially those in remote ethnic areas, have a lot of achievements and abilities in comparison with those in developed areas. We will explain the following four aspects from the perspective of intercultural mathematics education: 1. Analysis of mathematical thinking ability of students in remote ethnic areas; 2. Causes of differences in the development of students’ mathematical thinking ability in remote ethnic areas; 4. Basic ways to improve mathematical thinking ability of students in remote ethnic areas 4. To reform mathematics education and improve mathematical thinking ability of students in remote ethnic areas