摘要
美国“3个数学教师标准”对教师数学知识素养方面的要求中有两个值得关注的特点：一是多维度理解数学知识，二是重视数学知识的联系性和整体性．美国教师对数学知识背后数学思想的理解、数学知识本质的认识（形成过程）、数学内容的联系性和连贯性的处理等方面，与其它国家有差异，也与美国教师标准中提出的要求有一定的差距．对我们的启示有：应系统开展描述教师数学知识素养要求的研究，切实加强教师数学知识的联系性与整体性，充分认识数学知识素养对于教好数学的重要．
After investigating synthetically the demands of teachers＇ literacy of mathematical knowledge in three standards for K-12 mathematics teachers in America, two kinds of facets had been discovered on that. One was to understand mathematical knowledge in multiple perspectives. The other was to view mathematical knowledge in connected and integrated perspective. But, a research on American teachers＇ knowledge of mathematics showed that the gap was still existence between the standards and the real condition of teachers. This research informs that the following suggestions may be critical for enhancing teachers＇ literacy of mathematical knowledge in our country, a systematical description to the demands for teachers＇ literacy of mathematical knowledge, attaching great importance to the connected and integrated mathematics knowledge, as well as fully recognizing the important of teachers＇ literacy of mathematical knowledge for good teaching, to meet the current demands of implementing the new curriculum.
出处
《数学教育学报》
北大核心
2009年第5期75-78,共4页
Journal of Mathematics Education
基金
河南省教育科学“十一五”规划重点课题——高质量数学教学对高中数学教师数学专业素养的要求(2008-JKGHAZD-151)
辽宁省“十一五”教育科学规划课题——高校学生学习中存在的问题及相应的对策研究(55-6)
关键词
美国
中小学数学教师
数学知识素养
标准
America
K-12 mathematics teachers
literacy of mathematical knowledge
standards
