Resource link:

Link:/s/1jtz8qv _-je4cw0vw6xwstg

Extraction code: y9y4 Topic: From Mathematics Education to Educational Mathematics

Author: Zhang Jingzhong

Douban score: 8.4

Publishing House: China Children's Publishing House.

Year of publication: 2004- 1

Page number: 2 19

Content introduction:

China's Famous Works on Popular Science: From Mathematics Education to Educational Mathematics tells why it is educational mathematics instead of mathematics education. Mathematics education relies on mathematics science to provide materials. Processing materials into teaching materials is the task of mathematics education. However, mathematics education does not undertake creative work in mathematics. In order to meet the needs of education, it is often necessary to innovate mathematics research results and provide materials suitable for teaching methods. This belongs to the task of educational mathematics. Therefore, we think that Euclid, Cauchy and bourbaki are educational mathematicians. The results of their work have been repeatedly processed by mathematics educators and become various textbooks until today.

From Euclid to bourbaki, they are all at the forefront of mathematical development, engaged in re-creation activities. Today, in primary and secondary schools and university classrooms, facing the precious legacy left by Euclid and Cauchy, we seem to be in the rear of mathematics. In the home front, is there nothing to do except "teaching method"? If there is nothing to do, wouldn't "educational mathematics" have no place in the vast field of primary and secondary schools and universities?

That was not the case. The precious legacy left by predecessors is not perfect. There are recognized difficulties in learning mathematics from middle school to university. How to deal with these difficulties has always been regarded as the task of mathematics education. These difficulties show that the previous work is still flawed. One of the tasks of educational mathematics is to point out these defects and recreate them from the perspective of mathematics rather than pedagogy.