Journal Articles
數學方法和運算程序之數學能否與概念理解無涉？
EdLink- 數學方法和運算程序之數學能否與概念理解無涉？
- 初等教育學報, 5(1), 33-41, 1994
- 香港
- 香港中文大學香港教育研究所
- 1994
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- Hong Kong
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- 1990-1997.6
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- Primary Education
- 作者指出，不少數學教師均認為學生必先有穩固的運算的基礎才能掌握有關之數學概念及關係，因此他們傾向教授運算規則而不涉及概念理解；在小學或成績低下的班級中，尤其如此。針對這種想法，作者說明學習數學公式或程序的複雜性並討論理解與學習運算分離所存有的問題。抽離數學意義的教學方式，長期來說只會帶來更多學習問題和困難。作者從兩個不同進路展析，一方面從心理學角度考察進行或重覆運算程序時的智性過程及記憶容量的限制等；另一方面則從哲學角度，藉著「數學認知的三角關係」，說明數學知識的獨特性與及其意義溝通的關係。最後，作者綜合幾種確認理解作為重要的數學教育目的的理論觀點，加強以上的結論。
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- Chinese
- Journal Articles
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- 10251944
- https://bibliography.lib.eduhk.hk/bibs/cc27dcfd
- 2010-09-29
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