【作者】 李妍；

【导师】 陈旭远；

【作者基本信息】 东北师范大学 ， 教育， 2012， 硕士

【摘要】 “数学观”是对“什么是数学”这一问题的回答，是指人们对数学的认识和看法。在新课程背景下，本研究针对小学生所持的数学观进行调查，探索小学生数学观的现状，关注不同性别、地区及年级的学生数学观的差异。研究采用问卷调查法，以大连、深圳两个城市的A、B两所小学的603名作为调查对象，研究的主要问题包括：1.调查小学生数学观现状的整体状况；2.小学生的数学观是否存在性别差异；3.对小学生数学观是否存在地域差异进行调查研究；4.对小学生数学观是否存在年级差异进行调查研究；5.研究小学生数学观和数学成绩的相关性。研究结果显示：1.通过对调查问卷的结果进行整合，发现目前小学生的数学观倾向于动态数学观，但是整体数学观中又夹杂着的静态的、绝对主义的数学观。这也说明，小学生的数学观还不是十分明朗，需要教师在教学活动中注重对学生科学数学观的培养。2.男女生在数学观上的得分显示：男生在对数学本质认识、数学内容和数学问题认识两个维度上的平均得分要低于女生，但是在对数学价值认识、数学学习影响因素认识以及数学学习策略认识三个维度上的平均得分则要高于女生，数学观总分男生高于女生。不过整体上，性别的不同并不会导致小学生在数学观上有显著差异。3.通过对大连和深圳两地两所小学的学生数学观进行差异性检验，发现：大连和深圳两城市小学生的数学观并没有明显差异。在每个维度上两地都进行对比，发现：在数学本质认识、数学内容和问题认识以及数学价值认识这三个维度上，学生没有显著差异；在对数学学习影响因素认识这一维度上，两地学生有显著差异，再结合这一维度的平均分，大连小学生对数学学习影响因素的认识要比深圳学生略好；在对数学学习策略认识上，两地学生地差异极其显著，同样的结合策略平均分可知，大连学生在数学学习策略认识上要略好于深圳学生。4.通过对不同年级学生数学观的分析比较，发现小学生在数学观各因子中均表现出显著的年级差异。5.最后，将所有学生的数学观得分与问卷上提供的学生数学期中考试成绩进行相关性分析，结果显示；两者之间具有正相关性。更多还原

【Abstract】 "Mathematical concept" is "what is Mathematics" answer this question refers to people’sunderstanding of mathematics and views. Under the background of new curriculum, the studyfor primary school students ’ view of mathematics held by investigating, exploring the status ofprimary school students ’ view, focus on different gender, differences of view and gradestudents in mathematics. This study used a questionnaire survey method, Two cities A, B,Dalian, Shenzhen603as the targets of the two primary schools, major problems include:1.Survey of pupils ’ philosophy of mathematics;2. Study of primary school students ’ views ofgender differences;3. Survey of pupils ’ mathematical concept if there are regional differences;4.To study the mathematical concept if there are different grades of pupils;5. Study on therelationship between philosophy of mathematics and the mathematics achievement of primaryschool students.Research findings:1.To consolidate the results of the questionnaire, found the currentview of mathematics among pupils tend to view dynamic mathematics, but in view ofmathematics as a whole but also in combination with static, absolute view of mathematics. Italso means, primary school students ’ view of mathematics is still not very clear, need teachersin teaching activities focus on the cultivation of students ’ scientific and mathematical concept.2. By on different gender students of scored for finishing, statistics results displayed: boysin on mathematics nature awareness, and mathematics content and mathematics problemawareness two a dimension of Shang of average scored to below girls, but in on mathematicsvalue awareness, and mathematics learning effect factors awareness and mathematics learningpolicy awareness three a dimension of Shang of average scored is to than girls, mathematicsviews total boys than girls. But on the whole, gender student’s view of mathematics does notexist significant differences.3.Through two primary school students in Dalian and Shenzhen differences of view onmathematics test, found no significant difference between the student’s view of mathematics asa whole. Mathematical understanding the nature, content and knowledge, and value on thethree dimensions of mathematics, students nor are there significant differences between the twoplaces; Influence factors on mathematics learning awareness on the dimensions, there aresignificant differences between students, coupled with the dimensions of average, knowledgeof the factors affecting the learning of mathematics among pupils in Dalian to slightly betterthan Shenzhen students; On the understanding of the mathematics learning strategies, extremely significant differences between students, the same combination of policies onaverage, students in mathematics learning strategies in Dalian Shenzhen, slightly better thanstudents in understanding.4. Through the analysis and comparison of different grade students ’ math concept,discovery elementary school students in the philosophy of mathematics show significantlydifferent grades in each factor.5. Philosophy of mathematics scores and scores of students during mathematics acorrelation analysis, found that elementary mathematics scores with math scores there is apositive correlation between the view, view that student’s mathematics score higher mathscores, the better.更多还原