【摘要】 荷兰数学教育家弗赖登塔尔提出了水平数学化和垂直数学化思想,认为数学应该被看待为人类的一种活动.数学现实思想(RME)是一个成功的数学教育取向,它着眼于培养学生水平数学化和垂直数学化思想.RME教学包括:活动原理、现实原理、层次原理、缠绕原理、互动原理和指导原理。数学化过程包括4个层次:情境层次、指涉层次、普遍层次和形式层次.更多还原

【Abstract】 This article comprised of five sections. The first section introduces the Dutch mathematics educator Hans Freudenthal and his ideas of horizontal and vertical mathematization. Freudenthal’s proposal of mathematics as a human activity had immense impact to the mathematics educators in the new century worldwide especially when mathematics for all was an important goal of mathematics education. The second section presented the case of Realistic Mathematics Education (RME) in the Netherlands – a successful mathematics education approach that seeked to inculcate vertical and horizontal mathematization in school children. The third section outlined the six principles of the RME pedagogy. The bus transportation problem was used to illustrate the main points of these six principles. The fourth section, potential contribution of RME to exploratory mathematics project work was highlighted. An exemplary problem situation drawn from the new Chinese mathematics curriculum standards was used to illustrate the four levels of mathematization needed to be experienced by students as a human activity. The conclusion section remarked that RME was valuable for helping students to understand how mathematics knowledge was created and how some mathematical knowledge became formalized to constitute the nowadays mathematics discipline.更多还原