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《_数学教育学报第_18卷_卷终_总目次》由会员上传分享,免费在线阅读,更多相关内容在工程资料-天天文库。
1、数学教育学报ISSN1004-9894CN12-1194/G4JOURNALOFMATHEMATICSEDUCATION第18卷(卷终)总目次季刊2009年2月至2009年12月数学教育概论“问题解决”与数学教育(2008)·································································································································郑毓信(1,1)数学教学内容知识——结构特征与研发举例···
2、······························································································黄毅英,许世红(1,5)源于教学高于教学——我的数学教学观···················································································································徐沥泉(1,10)和算与中算求球体积方法的演进及比较·······
3、································································································田强,徐君(1,16)基于数学文化的数学课程再思考···································································································································陈克胜(1,22)数学教师信念研究综述
4、···················································································································金美月,郭艳敏,代枫(1,25)论数学课程中的文化取向·······························································································································张维
5、忠,章勤琼(2,15)关于数学文化的几个问题的哲学思考···························································································刘咏梅,刘军,廖云儿(2,18)关于数学“问题空间”的研究····························································································································
6、···········汤慧龙(2,23)水平与垂直数学化思想蕴涵的数学教学观及其实施步骤···························································································白改平(2,25)数学证明教学策略探索···················································································································邵婷
7、婷,邵光华,林艳斌(2,28)数学命题教学的“温故知新”策略·······························································································································戴永(2,32)例论非数学专业学生同样需要数学思想·························································································
8、················曹广福,叶瑞芬(3,1)数学教育中的数学理论问题研究·····························································
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