以全日制数学教育硕士为研究对象,从本科专业和学习课程、实习实践经验、中学数学和数学史的掌握程度3个角度进行调查,分析了数学教育硕士培养中存在的问题,并给出了相应的培养对策和解决路径。Taking the full-time Master of Mathemat...以全日制数学教育硕士为研究对象,从本科专业和学习课程、实习实践经验、中学数学和数学史的掌握程度3个角度进行调查,分析了数学教育硕士培养中存在的问题,并给出了相应的培养对策和解决路径。Taking the full-time Master of Mathematics Education as the research object, this paper investigates the problems existing in the training of the Master of Mathematics Education from three perspectives: undergraduate majors and study courses, internship practical experience, and mastery of middle school mathematics and history of mathematics, and gives the corresponding training strategies and solutions.展开更多
文摘以全日制数学教育硕士为研究对象,从本科专业和学习课程、实习实践经验、中学数学和数学史的掌握程度3个角度进行调查,分析了数学教育硕士培养中存在的问题,并给出了相应的培养对策和解决路径。Taking the full-time Master of Mathematics Education as the research object, this paper investigates the problems existing in the training of the Master of Mathematics Education from three perspectives: undergraduate majors and study courses, internship practical experience, and mastery of middle school mathematics and history of mathematics, and gives the corresponding training strategies and solutions.
