摘要
对于方程这个概念，中瑞两国共同存在的观念有：表达式中所使用的变量影响准教师判断是否是实例方程；公式、定理和恒等式与方程的关系不明确；函数与方程的联系分不清．两国各种观念略有强弱差异．从整体上来看，中国准教师还没有形成清晰的概念意象，比瑞典准教师模糊．
For the conception of equation, Chinese and Sweden both have the following problems： the variables used in expression influences on teachers judgment about whether the expression is the equation; the relationship between formula, theorems and identities is not clear; relation between function and equation is hard to recognize. The degree of strength and weakness of these problems is slightly different. From the overall point of view, the pre-service teachers in China have not formed a clear concept image and more vague than the Swedish nre-service teachers.
出处
《数学教育学报》
北大核心
2011年第1期92-95,共4页
Journal of Mathematics Education
基金
教育部特色专业点建设项目——数学与应用数学特色专业点建设(2007ZLZY09)
新疆生产建设兵团普通高中课程改革规划课题——课堂实施探究学习的策略与案例研究(BTGKY08018)
关键词
数学概念
方程概念的观念
准教师
中瑞对比
mathematical concepts
conception of equation
pre-service teachers
contrast between China and Sweden
作者简介
沈晓芳（1982-），女，新疆乌苏市人，讲师，硕士，主要从事数学教育研究．
