【作者】 沈丹；

【导师】 徐斌艳；

【作者基本信息】 华东师范大学 ， 课程与教学论， 2014， 硕士

【摘要】 数学交流是学生学习数学的一种方式,同时它也是应用数学的途径之一。“数学交流能力”是指识别、接受与表达、沟通数学事实和数学思想的能力,作为未来公民的学生需要具备一定的数学交流能力。随着社会发展,主要国家和地区开展了现代数学课程改革,日益重视数学交流能力。我国义务教育数学课程标准(2011版)将“学会与他人合作交流”作为数学课程总目标之一,与国际课改的趋势保持一致。本论文的主要研究问题是：八年级学生的数学交流能力具体处于哪一水平?是否存在性别差异?学生的数学交流能力与其数学学业成绩之间是否存在联系?论文的主体由六部分组成：第一部分绪论,主要介绍问题的提出,研究意义及研究问题的阐述。第二部分是对国内外关于数学交流能力的研究进行综述,界定本研究中的数学交流能力内涵、能力定义、表现形式、评价方式,以及旨在提升数学交流能力的教学设计。第三部分论述了本研究的研究设计与实施过程,包括测试对象的选择,测试题的编制框架、测试卷设计、测试的实施及数据编码与整理。第四部分是针对测试结论进行分析与讨论,是论文的核心部分,旨在回答研究问题,即八年级学生的数学交流能力现状、数学交流能力的性别差异情况及其与学业表现的关系。第五部分是结合研究者观摩的课堂教学,论述在课堂教学中培养八年级学生的数学交流能力的教学设计。第六部分是在本研究测试结果和课堂教学分析的基础上,得到的主要研究结论,以及对中学数学交流能力教学提出的思考与建议。更多还原

【Abstract】 Mathematical communication is one of methods to learn mathematics for students, a useful way to apply mathematics as well. Mathematical communication competence refers to be able to define, achieve and express mathematical facts and ideas, which is important for students who are future citizen. With the development of society, current mathematics curriculum reforms which pay high attention to mathematical communication competence are taking place in main countries and areas in the world. Mathematics curriculum standard in compulsory education of China (2011edition) takes "being able to cooperate and communicate with others" as one of main objects of mathematics curriculum, in accordance with the tendency of international curriculum reforms. The principal research questions in this paper are as followings:1. which level of mathematical communication competence does Grade8students have?2. Is there gender difference in mathematical communication competence?3. Does mathematical communication competence have relationship with students’mathematics achievement?There are six parts in this paper:Part one introduces the background of posing the research questions, the research significance and the research questions.Part two summaries the researches on mathematical communication competence. Then this paper elaborates the connotation, definition, patterns of the mathematical communication competence, and assessment methods.Part three illustrates the research design and process, including the choice of subjects, the construction of assessment framework, the design of questionnaires, the implement of tests, and the coding data.Part four is the analyses and discussion of the results of the test, aiming to answer the research questions, that is the current situation of Grade8students’ mathematical communication competence, the gender deference, and the relationship with mathematics achievement.Part five illustrates instructional design which is aimed at improvement of mathematical communication competence.Part six draws the main research conclusions on the basis of the analysis of the testing results, and provides the advices of instruction for improving students’ mathematical communication competence.更多还原