估算(Estimation)-中研院数学研究所.ppt

D. Analysis of Uses of Technology in the Teaching of Mathematics E. Analysis of Uses of Technology in the Learning of Mathematics F. Research on Classroom Practice * * 楊德清 國立嘉義大學數理教育研究所 * Outline 1. ICME (International Congress on Mathematical Education) PME36 (Psychology of Mathematics Education) 2. NSF, JRME, ESM, IJSME 3. 國科會科教處數學教育學門Call for proposals 4. Personal experiences * Topic Study Groups A. Mathematical Literacy Reading Literacy * Statistical literacy * PISA 「閱讀數學SIG」-臺師大心輔系 吳昭容教授 1. ICME PME36 * 科學教育發展處102年度「數學教育及閱讀教育實務研究」計畫徵求書 1.中學生數學素養教學與評量 2.中學生閱讀素養教學與評量 * B. Activities and programs for gifted students C. Activities and Programs for Students with Special Needs ---國科會科教處徵求102年度「原住民科學教育計畫」 ---弱勢學生相關研究計畫(提升弱勢學生數學學習之相 關教學研究) * Discussion Groups Creativity in Mathematics Education (1) What does creativity mean in the process of teaching and learning mathematics? ??a. How might creativity be defined, recognized, and/or assessed? ??b. Is creativity an unconscious or intuitive component of doing mathematics? ??c. Is creativity something that all students can develop or must students be gifted to be creative? * (2) How can we develop or stimulate creative activities in and beyond the mathematics classroom? ??a. Is mathematical creativity something that can be taught? ??b. What can teachers do to foster creativity? ??c. How can we use technology to promote mathematical creativity? d. What mathematics activities outside the classroom might be used to develop mathematical creativity? * ????e. What is the role of creativity in assessment, curricula, mathematics competitions, and other aspects of mathematics education? (3) How might we balance mathematical skill training and mathematical creativity? (4) What should be done in teacher train