数学教育学报Issue(6)：62-65,4.
乘法概念教学的教育价值--由取消“被乘数”和“乘数”引发的思考
Educational Value of the Teaching on the Conception of Multiplication--Thinking Caused by the ;Cancellation of“Multiplicand”and“Multiplier”
摘要
Abstract
Since 2001, mathematics curriculum standards of full-time compulsory education have canceled the definition of multiplier and multiplicand, replaced them by “factor”, and haven’t emphasized the order of two factors. The provision has been still in use today. However, the abolishment of “multiplicand” and “multiplier” had disadvantages:1. It might affect the manifestation of the essential characteristics of multiplication;2. It might lead to the lost of accuracy of mathematical“language”;3. It might lead to the lost of rigor of mathematical thinking;4. It might affect the base of the capability of “modeling”; 5. It might affect the extension of the concept of multiplication. Since the significance of multiplication having an important positive significance to students on their mathematical ability, teachers should not desalt the teaching of the conception of multiplication in their instruction.关键词
课程标准/被乘数/乘数/乘法的概念Key words
curriculum standards/multiplicand/multiplier/the conception of multiplication分类
社会科学引用本文复制引用
吴琼,高夯,韩继伟..乘法概念教学的教育价值--由取消“被乘数”和“乘数”引发的思考[J].数学教育学报,2013,(6):62-65,4.基金项目
2010年度全国教育科学“十一五”规划国家青年基金资助项目--新课程背景下的教师知识问题、成因及改进策略研究 （）
