多伦多代写作业:不同的解决问题方式

Keywords:多伦多代写作业

在荷兰，人们采取了不同的解决问题的态度。这种方法，称为现实数学教育，是基于弗罗伊登塔尔（1968）认为应该给孩子引导的机会重塑数学通过做它。因此，现实数学教育的重点是儿童的情况下，对他们有意义的数学化，并通过这种参与在学习过程中，孩子的数学理解策略的发展。现实主义数学教育不是以问题解决为基础，而是以语境为基础的早期学习作为英国传统的一种工具，而使用情境问题作为学习过程的来源。建立数学知识的一个很好的例子是以城市公共汽车为背景。教学从一个真实的生活情境开始，学生必须充当城市公共汽车的司机。旅客们上下车，每停一站，学生们就要确定公共汽车上的乘客人数。后来在纸上做同样的事情。数学语言的发展是由于对在行驶过程中发生的事情进行跟踪的需要而引起的。最初，语言与上下文密切相关，但后来用于描述其他情况。这样，从现实的数学教育原则出发，从问题的情境中发展儿童对相关策略的概念性理解。
多伦多代写作业:不同的解决问题方式
In the Netherlands, a different attitude to problem-solving has been adopted. This approach, known as realistic mathematics education, is based upon Freudenthal's (1968) belief that children should be given guided opportunities to reinvent mathematics through doing it. Thus, the focus of realistic mathematics education is children's mathematisation of contexts which are meaningful to them, and through this participation in the learning process, children develop mathematical understanding and strategies. Instead of using problem-solving as a vehicle for context-based application of earlier learning as a tradition in England, realistic mathematics education uses context problems as a source for the learning process. A good example of a context building up mathematical knowledge is taking the context of a city bus. The teaching starts with a real life situation where the students have to act as the driver of the city bus. The passengers are getting on and off the bus, and at each stop the students have to determine the number of passengers in the bus. Later the same is done on paper. The development of mathematical language is elicited by the need to keep track of what happened during the ride of the bus. Initially, the language is closely connected to the context, but later on it is used for describing other situations. This way, children's conceptual understanding of related strategies from within the contexts of the problem is developed from the realistic mathematics education principle.