就数学教学的现实而言,数学知识的传授应该是重要的方面。也正是因为这样的现实,在实践中,许多一线教师就总有这样的期望:通过对作为专门学问的数学知识的传授,让学生在理解、建构、生成知识的同时,也能让自身所理解的数学在学生身上得以传承。这种期望应该没有过错,但是,当对教育的评价以分数作为重要、甚至是唯一的指标时,期望往往就被狭窄到 In the reality of mathematics teaching, the teaching of mathematical knowledge should be an important aspect. It is also because of this fact that in practice, many front-line teachers always have the expectation that by teaching mathematics knowledge as a specialized subject, students should be able to understand, construct and generate knowledge as well as their own Mathematics of understanding is inherited by students. This expectation should not be at fault, but expectations of education tend to be narrowed to the point where scores on education are rated as important or even the only indicator