Education Journal



數學教育的文化透視

2000.第28卷第2期(Vol. 28 No. 2).pp. 85–97

 

數學教育的文化透視

Cultural Perspectives in Mathematics Education

張雄(Xiong ZHANG)

摘要

數學教育有來自於內部和外部的文化基因,折射著傳統文化的種種特點。考試文化最先出現於中國,考試文化以及中國傳統文化對中國的數學教育影響深遠,教育觀表現為:苦讀+考試;數學觀表現為:計算+邏輯;學習觀表現為:背誦+練習;而家庭對子女的數學學業成績又有很高的期望。「學答」模式、注重基礎和解題教學是中國數學教育的顯著特徵,東亞各國的數學教育具有與中國相似的特徵。中國數學教育特徵有不少不良隱患,故西方數學教育中的「問題解決」、「建構主義」等思想值得借鑒。另外,民族數學在數學教育中也應該發揮積極的效應。

Abstract

Mathematics education has culture genes which come from its inside and outside and reflects many characteristics of traditional culture. The examination culture first appeared in China and together with the traditional Chinese culture, they have had a far-reaching influence on mathematics education in China. The study of mathematics from the education point of view means "hard study" + "examination," whereas from the mathematics point of view means "calculation" + "logic" and from the study point of view "recitation" + "practice." Also, a family usually shows high expectations on their children having good examination results. "Study and answer," stressing on basic training and example teaching are prominent characteristics of the Chinese mathematics education, and the mathematical education in various countries in East Asia has similar characteristics. However, the Chinese mathematics education has a lot of hidden problems, and should learn from the Western mathematics education those approaches such as "problem-solving" and "constructivism." In addition, ethnomathematics should also have an active role to play in mathematics education.