PISA报告中美国数学教育强项和弱项# NextGeneration - 我爱宝宝
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PISA报告中美国数学教育强项和弱项
摘要：
强项：
●阅读简单的图表
●处理简单的图表
●套公式（靠，这也是强项么？）
弱项：
自己读下面的原文。
我的总结——
π的问题是dysiexia和Dyscalculia混杂，是语言干扰数学问题
其他的主要是学生缺乏抽象能力的问题
Strengths
? Reading data directly from tables and diagrams – requiring students only
to understand a short text
and read single values directly from a representation provided such as a tab
le or a bar diagram
? Simple handling of data from tables and diagrams – requiring students to
understand a short text,
read two values from a given representation, and then perform some straightf
orward operation
such as adding or comparing the values
? Handling directly manageable formulae – requiring students to use a formu
la provided, e.g.
inserting numbers for variables, and do some easy calculation. The formulae
can be used directly,
without any re-structuring.
Weaknesses
? Use of the number π – requiring students to make explicit use of the num
ber π in a calculation
? Substantial mathematization of a real-world situation – requiring student
s to establish a
mathematical model of a given real-world situation in the form of a term or
an equation with
variables for geometric or physical quantities, before further actions (espe
cially calculations) can
take place. Students have to understand the situation and activate and apply
the appropriate
mathematical content
? Genuine interpretation of real-world aspects – requiring students to take
a given real-world
situation seriously and properly interpret aspects of it
? Reasoning in a geometric context – requiring authentic reasoning in a pla
nar or spatial geometric
context by using geometric concepts and facts
? U.S. students have particular problems with mathematical literacy tasks wh
ere the students have to
use the mathematics they have learned in a well-founded manner. Given that e
ven in more
demanding tasks some basic skills are nevertheless needed, an implication of
the findings is that
much more focus is needed on higher-order activities, such as those involvin
g mathematical
modeling (understanding real world situations, translating them into mathema
tical models, and
interpreting mathematical results), without neglecting the basic skills need
ed for these activities
摘要：
强项：
●阅读简单的图表
●处理简单的图表
●套公式（靠，这也是强项么？）
弱项：
自己读下面的原文。
我的总结——
π的问题是dysiexia和Dyscalculia混杂，是语言干扰数学问题
其他的主要是学生缺乏抽象能力的问题
Strengths
? Reading data directly from tables and diagrams – requiring students only
to understand a short text
and read single values directly from a representation provided such as a tab
le or a bar diagram
? Simple handling of data from tables and diagrams – requiring students to
understand a short text,
read two values from a given representation, and then perform some straightf
orward operation
such as adding or comparing the values
? Handling directly manageable formulae – requiring students to use a formu
la provided, e.g.
inserting numbers for variables, and do some easy calculation. The formulae
can be used directly,
without any re-structuring.
Weaknesses
? Use of the number π – requiring students to make explicit use of the num
ber π in a calculation
? Substantial mathematization of a real-world situation – requiring student
s to establish a
mathematical model of a given real-world situation in the form of a term or
an equation with
variables for geometric or physical quantities, before further actions (espe
cially calculations) can
take place. Students have to understand the situation and activate and apply
the appropriate
mathematical content
? Genuine interpretation of real-world aspects – requiring students to take
a given real-world
situation seriously and properly interpret aspects of it
? Reasoning in a geometric context – requiring authentic reasoning in a pla
nar or spatial geometric
context by using geometric concepts and facts
? U.S. students have particular problems with mathematical literacy tasks wh
ere the students have to
use the mathematics they have learned in a well-founded manner. Given that e
ven in more
demanding tasks some basic skills are nevertheless needed, an implication of
the findings is that
much more focus is needed on higher-order activities, such as those involvin
g mathematical
modeling (understanding real world situations, translating them into mathema
tical models, and
interpreting mathematical results), without neglecting the basic skills need
ed for these activities