数学教育学报2025，Vol.34Issue(5)：60-65,6.
数学教科书中的定义歧义现象及其教育价值
Definitional Ambiguity in Mathematics Textbooks and Its Educational Value
摘要
Abstract
To ensure the rigor of mathematics,different definitions of the same concept should be equivalent.However,in the context of textbooks,certain concepts may be defined in non-equivalent ways.These varying definitions are not inherently right or wrong,but each is valid in its own context,which has led to ongoing debates within the academy.This gives rise to the phenomenon of"definitional ambiguity"in mathematics textbooks.From the perspective of mathematics philosophy,the source of definitional ambiguity lies in the stipulative nature of mathematical definitions and the evolving nature of mathematical concepts.From the perspective of mathematics education,the"One Standard,Multiple Textbooks"system and different teaching goals at various educational stages help explain why definitional ambiguity appears in current textbooks.When definitional ambiguity is reconsidered,it can serve as an educational resource for empowering teacher professional development,cultivating students'questioning spirit,and enhancing the interactivity of textbook development.关键词
数学教科书/数学定义/定义歧义Key words
mathematics textbooks/mathematical definitions/definitional ambiguity分类
教育学引用本文复制引用
朱轶萱,韩粟,汪晓勤..数学教科书中的定义歧义现象及其教育价值[J].数学教育学报,2025,34(5):60-65,6.基金项目
上海高校立德树人人文社会科学重点研究基地之数学教育教学研究基地研究项目——数学课程与教学中落实立德树人根本任务的研究(A8) （A8）
