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对于数学课程的研究已经从仅关注学校与书本里的数学转向不同社会文化背景下丰富的日常生活场景。以非洲为例,就可以在日常生活中找到许多与数学课程密切相关的重要内容,因而注重“日常数学”与学校数学课程的关联,考虑数学课程的文化相关性显得意义重大。而若要在数学课程发展中很好地体现文化多样性,则需要作如下思考:理解民族和文化的数学传统与整体经验;充分利用不同文化中的资源;反映学生的学习文化与风格;处理好多样性与统一性;同时能在评价中反映学生的文化体验。
Research on math courses has shifted from focusing exclusively on mathematics in schools and books to enriching everyday life in different social and cultural contexts. Taking Africa as an example, we can find many important contents that are closely related to mathematics curriculum in our daily life. Therefore, it is very important to consider the relationship between “daily mathematics” and school mathematics curriculum and consider the cultural relevance of mathematics curriculum. If we want to embody the diversity of cultures in the development of mathematics curriculum, we should think about the following aspects: understanding the mathematical traditions and the overall experience of the nation and culture; making full use of the resources in different cultures; reflecting the students’ learning culture and style; Good diversity and unity; at the same time reflect the students’ cultural experience in the evaluation.