本文關(guān)鍵詞：專家型教師數(shù)學(xué)課堂教學(xué)隱喻語言應(yīng)用研究，由筆耕文化傳播整理發(fā)布。

數(shù) 學(xué) 教 育 學(xué) 報

SHUXUE JIAOYU XUEBAO

JOURNAL OF MATHEMATICS EDUCATION 2013年2月 第22卷第1期 Vol.22 No.1 （總第88期）

目 次

數(shù)學(xué)教育概論

《數(shù)學(xué)課程標(biāo)準(zhǔn)（2011）》的“另類解讀” ······························································································································鄭毓信（1） 論數(shù)學(xué)欣賞的“含義”“對象”與“功能”——數(shù)學(xué)教育中的數(shù)學(xué)欣賞問題 ·································· 黃秦安，劉達(dá)卓，聶曉穎（8） 試論數(shù)學(xué)文化視域中的數(shù)學(xué)學(xué)習(xí) ·············································································································································· 徐文彬（13） HPM與初中數(shù)學(xué)教師的專業(yè)發(fā)展——一個上海的案例 ······································································································· 汪曉勤（18） 數(shù)學(xué)專業(yè)師范生MPCK發(fā)展“五步曲” ································································································································ 李 渺（23） 分?jǐn)?shù)概念的個體建構(gòu)——起點(diǎn)與機(jī)制及影響因素 ································································································· 張 睆，辛自強(qiáng)（27） 論一種緣自認(rèn)知心理學(xué)及教育學(xué)研究的數(shù)學(xué)認(rèn)知過程 ······································································· 王名揚(yáng)，徐瀝泉，徐利治（33） 調(diào)查與實(shí)驗(yàn)

專家型教師數(shù)學(xué)課堂教學(xué)隱喻語言應(yīng)用研究 ········································································································· 葉立軍，斯海霞（37） 大學(xué)生對微分概念的理解及認(rèn)知方式分析 ············································································································· 高雪芬，鮑建生（40） 甘肅哈薩克族和蒙古族六年級學(xué)生數(shù)感差異研究 ················································································ 范忠雄，馬少仙，王錦莉（44） 大學(xué)文科數(shù)學(xué)教學(xué)的現(xiàn)狀與對策 ············································································································· 何 穗，胡典順，，李書剛（47） 初中生數(shù)學(xué)自我概念對數(shù)學(xué)成就影響機(jī)制的研究 ················································································································· 梁好翠（51） 比較數(shù)學(xué)教育

美國數(shù)學(xué)教師學(xué)科知識評價方法的述評 ················································································································· 黃興豐，馬云鵬（55） 述評美國高中數(shù)學(xué)焦點(diǎn) ······························································································································································ 廖運(yùn)章（61） 云南德宏傣族服飾中的數(shù)學(xué)文化 ············································································································· 申玉紅，楊啟祥，周長軍（66） 數(shù)學(xué)教育改革

同課異構(gòu) 精彩紛呈 視頻研究 促進(jìn)發(fā)展——對“直線與圓的位置關(guān)系”公開課視頻的點(diǎn)評 ···································· 袁智斌（70） 數(shù)學(xué)課堂教學(xué)立意的“層次”“關(guān)系”及“提升”——由“完全平方公式”同課異構(gòu)引發(fā)的思考 ···························· 石樹偉（74） 基于學(xué)生發(fā)展的教科書編寫與使用·········································································································································· 于 波（77） 基于研究性學(xué)習(xí)的數(shù)學(xué)分析教學(xué)實(shí)踐 ····································································································································· 葛仁福（80） 極限概念教學(xué)的系統(tǒng)分析 ·········································································································································· 付夕聯(lián)，張玉峰（83） 尋找歷史與教學(xué)的最佳融合——國際HPM 2012會議及其研究分析 ················································································ 蒲淑萍（89） 眼動分析法在數(shù)學(xué)應(yīng)用題解題研究中的應(yīng)用 ········································································································· 岳寶霞，馮 虹（93） 爭鳴與評論

《數(shù)學(xué)教育學(xué)報》內(nèi)涵新解析 ·································································································································· 張定強(qiáng)，陳國蕤（96） 期刊基本參數(shù)：CN 12–1194/G4?1992?B?A4?102?zh?P?￥10.00?5000?24?2013–01

JOURNAL OF MATHEMATICS EDUCATION

Vol.22 No.1 Feb. 2013

從尺規(guī)作圖看古希臘數(shù)學(xué)觀及其對教育的啟示 ··································································································· 向 坤，寧連華（100）

CONTENTS

Different Explanation of China’s Curriculum Standards for Mathematics (2011) ·························································· ZHENG Yu-xin（1） On the Meaning, Object and Function of Mathematics Appreciation——Mathematics Appreciation in Mathematics Education ·················· ········································································································································ HUANG Qin-an, LIU Da-zhuo, NIE Xiao-ying（8） On Mathematics Learning in the View of Mathematical Culture ························································································ XU Wen-bin（13） Teacher’s Professional Development Promoted by HPM——the Case of a Junior High School Mathematics Teacher in Shanghai ·············· ························································································································································································ WANG Xiao-qin（18） Study about Five-steps in Mathematics Student Teachers’ Professional Development in University ······································· LI Miao（23） Personal Construction of Fraction Concepts——It’s Basis, Mechanism and Correlates ······················· ZHANG Huan, XIN Zi-qiang（27） Talk on a Kind of Mathematical Cognitive Process Related to Cognitive Psychology and Educational Studies ··············································· ··········································································································································· WANG Ming-yang, XU Li-quan, XU Li-zhi（33） Study of Metaphors of Expert Teachers in Mathematics Classroom ···································································· YE Li-jun, SI Hai-xia（37） Analysis on Undergraduates’ Understandings and Cognitive Manners of Differential ···················· GAO Xue-fen，BAO Jian-sheng（40） Survey into Number Sense of Grade Six Kazak and Mongolian Primary Students under Multilingual and Multicultural Background ·········· ····································································································································FAN Zhong-xiong, MA Shao-xian, WANG Jin-li（44） Present Situation and Countermeasures of Mathematics Teaching in University of Liberal Arts ······································································· ······················································································································································· HE Sui, HU Dian-shun, LI Shu-gang（47） Study on the Effect of Mathematics Self-concept on Mathematics Achievement ························································ LIANG Hao-cui（51） Review on the Assessment Methods on Mathematics Teacher’s Subject Matter Knowledge in America ························································· ························································································································································· HUANG Xing-feng, MA Yun-peng（55） Review on Focus in High School Mathematics in America ························································································ LIAO Yun-zhang（61） Mathematical Culture of Dehong Dai Dress in Yunnan Province ····················· SHEN Yu-hong, YANG Qi-xiang, ZHOU Chang-jun（66） Research on Video Promotes the Development of Teaching on Different Structures Make One Class Brilliant ········· YUAN Zhi-bin（70） Levels, Relation and Promotion in Classroom Mathematics Teaching Conceptions——a Thinking Triggered by Same Class Isomerism of Perfect Square Formula ······························································································································································· SHI Shu-wei（74） Based on Students’ Development of Use and Compilation of Textbook——Discussing the Function Orientation of Primary School

Mathematics Textbook of Southwest Normal University Edition Concurrently ················································································ YU Bo（77）

Teaching Practice of Mathematical Analysis Based on Research Study ················································································ GE Ren-fu（80） Systematical Analysis to Teaching Limit Concept ··················································································· FU Xi-lian, ZHANG Yu-feng（83） Looking for the Best Way of Integrating History of Mathematics into Mathematical Teaching ······································· PU Shu-ping（89） Review of the Eye Movements Studies in Mathematics Word Problem Solving ······································ YUE Bao-xia, FENG Hong（93） New Analysis on the Connotation in Journal of Mathematics Education ································· ZHANG Ding-qiang, CHEN Guo-rui（96）

Ancient Greeks’ View on Mathematics and Its Inspiration on Education: from Construction with Ruler and Compasses ······························· ································································································································································ XIANG Kun, NING Lian-hua（100）

  本文關(guān)鍵詞：專家型教師數(shù)學(xué)課堂教學(xué)隱喻語言應(yīng)用研究，由筆耕文化傳播整理發(fā)布。