摘要
《义务教育数学课程标准(2022年版)》将量感及其素养意义作为数学教学的热点话题.研究基于量感素养的理论定位,确立了量感学习进阶的维度和层级:感知维度,强调量感的经验性,涵盖对量的直接、间接以及批判感知;形式维度,集中于量感的表示,包括“数+单位”的表示、量的统一表示以及灵活表示;意义维度,聚焦于量的意义,细分为操作描述、抽象概括和本质应用.量感学习进阶的建构,具有推动教师知识体系革新、促进量感教学整合和激发量感研究深化等多方面的价值.
The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)highlights“sense of quantity”and its literacy significance as a focal topic in mathematics teaching.Based on the theoretical orientation of quantity sense literacy,this study establishes the dimensions and levels of learning progression for quantity sense:the perceptual dimension,emphasizing the experiential nature of quantity sense and encompassing direct,indirect,and critical perception of quantities;the formal dimension,focusing on the representation of quantity sense,including the representation through“number+unit”unified representation of quantities,and flexible representation;and the meaning dimension,centered on the significance of quantities,subdivided into operational description,abstract generalization,and essential application.The construction of this learning progression for quantity sense holds multifaceted value of promoting the innovation of teachers’knowledge system,facilitating the integration of quantitative sense teaching,and stimulating the deepening of quantitative sense research.
作者
陆世奇
徐文彬
魏同玉
周文静
LU Shi-qi;XU Wen-bin;WEI Tong-yu;ZHOU Wen-jing(School of Educational Science,Jiangsu Second Normal University,Jiangsu Nanjing 211200,China;Curriculum and Teaching Institute,Nanjing Normal University,Jiangsu Nanjing 210097,China;School of Educational Science,Jiangsu Normal University,Jiangsu Xuzhou 221116,China)
出处
《数学教育学报》
北大核心
2025年第3期84-89,共6页
Journal of Mathematics Education
基金
江苏省教育科学“十四五”专项课题青年项目--素养导向下量感评价体系的构建及其实践研究(C/2023/01/13)
江苏省社会科学基金青年项目--跨学科视角下教师知识的适应性研究(23JYC007)
江苏高校哲学社会科学一般项目--新时代师范生使命感教育的理念建构及培养路径研究(2024SJYB0364)。
关键词
核心素养
量感
学习进阶
多元价值
core literacy
sense of quantity
learning progression
multiple values
