摘要
数挚概念可分为对象性概念、度量性概念、观念性概念．度量性概念的获得过程，不同于对象性概念的概念同化、概念形成，而是一个自主建构的过程或理解性接受的过程．度量性概念的教学中，应鼓励学生自主建构概念，设置合理的探究空间，关注对度量的确定性、合理性、优越性等属性的理解．
The mathematical concepts had three types： object concept, measurement concepts, ideological concept. The acquisition of the concept of measurement process was a process of self-construction or understanding of the process of acceptance. As teaching measurement concept, we should encourage students to construct these concepts, set a reasonable exploration of space.
出处
《数学教育学报》
北大核心
2010年第5期40-42,共3页
Journal of Mathematics Education
基金
江苏省教育科学研究院“十一五”规划课题——基于活动的几何学习与课程设计(jsjy2009yd11)
关键词
概念
度量性概念
心理过程
教学
concept
measurement concepts
psychological process
teaching
