摘要
数是小学数学最早接触的抽象概念,包括整数、分数和小数的认识,也包括这些数的大小比较.在当前的教材和教学中,这些概念始终是各有各的现实背景和表达形式,难以让学生感知数学的整体性,感悟数学抽象的层次性,形成和发展符号意识、数感和量感.为此,《义务教育数学课程标准(2022 年版)》提出计数单位的概念,使学生感悟数概念和数运算的一致性.基于此,在中国小学数学教育百余年的历程中,甄选出 15 套教材进行研究,分析这些教材是否关注与如何表述整数、分数、小数的计数单位.研究发现:建立计数单位的概念至关重要;历年课程标准和教学大纲关于整数、分数、小数计数单位的要求逐渐清晰;教材逐渐强调整数单位和小数单位,对分数单位的重视程度仍显不足;但都没有渗透数概念和数运算的一致性.
Abstract
Number is the earliest abstract concept in primary school mathematics,including the understanding of integers,fractions,decimals,as well as the comparison of the size of these numbers.In current mathematics textbooks and teaching,these concepts always have their own realistic backgrounds and their own forms of expression,which are difficult for pupils to perceive the integrity of mathematics,feel the abstract hierarchy of mathematics,and form and develop symbol consciousness,number sense and quantity sense.Therefore,the Compulsory education Mathematics Curriculum Standards(2022 edition)put forward the concept of counting units,so that students can understand the consistency of number concepts and number operations.In order to meet the needs of implementation,this paper selects 15 sets of primary school mathematics textbooks for research in the course of primary school mathematics education in China for more than 100 years,and analyzes whether these textbooks pay attention to and how to express the counting units of integers,fractions and decimals.It is found that it is very important to establish the concept of counting units;Over the years,the requirements of the curriculum standards and syllabuses for integers,fractions and decimals units are gradually clarified;Textbooks emphasize the adjustment of number units and decimal units,and the attention to fractional units is still insufficient.However,they do not penetrate the consistency of number concept and number operation.It is expected that the research results can provide reference for the compilation of mathematics textbooks and for the design of mathematics teaching in primary schools in the future.
国家科技期刊平台
NSTL
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