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21世纪一个人的数学能力代表着公民的文化层次。在过去几十年里,幼儿的数学推理能力和培养数学熟练程度收到越来越多的重视。本文探讨了儿童早期数学教育(ECME)在中国和澳大利亚的差异旨在证实,文化信仰是影响中国和澳大利亚在ECME的定位的主要因素,决定了其哲学理念和实践活动。中国和澳大利亚都应尊重各国文化,为孩子的可持续发展而不断探索,相互借鉴彼此迥异的文化,创新改革。
The mathematical ability of a person in the 21st century represents the cultural level of a citizen. In the past few decades, young children have received more and more attention for mathematical reasoning ability and mathematical maturity training. This article explores the differences between Early Childhood Mathematics Education (ECME) in China and Australia to confirm that cultural beliefs are the major determinants of China’s and Australia’s position at ECME and determine their philosophy and practices. Both China and Australia should respect the cultures of all countries, continuously explore for their children’s sustainable development, learn from each other’s differences in culture and innovate in reforms.