为什么教数学？：注重通识教育

English | PDF | 2003 | 269 Pages | ISBN : 1402017863 | 8.1 MB

Seven years after its publication in Germany, this book is now available to English readers. In the German-speaking countries, the publication led to intense controversies on the significance, the goals, and the future development of mathematics instruction in schools. Currently, there is much debate in many countries on how to evaluate the findings of such international comparative studies as TIMSS and PISA, debate on which consequences should be taken for designing national curricula and on which reforms of mathematics instruction in schools should be initiated. I hope that this book might provide substantial suggestions beneficial to resolving these and similar issues, for its major concern is twofold: first, to determine the essential characteristics of general education in schools, and, secondly, on the basis of this, to specify the status of mathematics instruction within the framework of general education in schools. Due to the fundamental nature of my argument, I did not consider it necessary to ‘update’ the book superficially for the English edition. Thus, I am presenting the book to the English-speaking public in its original form, the single exception being that I have omitted the original second chapter since that chapter (“Bildung und Allgemeinbildung”) seems to be relevant only to those readers especially interested in German educational debates. Most of those readers, in turn, will belong to the German-speaking public. The omission of this chapter necessitated a few insignificant alterations in the (otherwise unchanged) introduction and at the beginning of the present second (originally, third) chapter.

英文|PDF|2003|269页|ISBN:1402017863|8.1 MB这本书在德国出版七年后，现在可供英文读者阅读。在德语国家，该出版物引发了关于学校数学教学的意义、目标和未来发展的激烈争议。目前，许多国家对如何评估TIMSS和PISA等国际比较研究的结果、对设计国家课程应采取哪些后果以及应启动哪些学校数学教学改革存在很大争议。我希望这本书能够为解决这些问题和类似问题提供实质性的建议，因为它的主要关注点是双重的：第一，确定学校通识教育的基本特征，第二，在此基础上，明确数学教学在学校通识教育框架内的地位。由于我的论点的基本性质，我认为没有必要为了英文版而对这本书进行表面上的“更新”。因此，我以原始形式向讲英语的公众介绍这本书，唯一的例外是我省略了原始的第二章，因为该章（“Bildung und Allgemeinbildung”）似乎只与那些对德国教育辩论特别感兴趣的读者有关。反过来，这些读者中的大多数将属于德语公众。由于省略了本章，因此需要对（否则不变的）引言和本第二章（最初是第三章）的开头进行一些微不足道的修改。

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