## Abstract

著名數學家克萊因曾以「雙重的不連貫性」來描述大學數學教育與初等數學教育的斷層現象。要突破這個現象，教師須要做數學研究(蕭文強，2007)。本文提供一個由小學數學課堂的學習活動引發出來的數學研究案例，作者希望藉此讓讀者了解到大學數學與小學數學的密切關係，並期望有更多前線的小、中學老師做關於教學的數學研究。

The famous mathematician Felix Klein pointed out that there is a disconnection between university mathematics education and elementary mathematics education. He called this phenomenon as “double discontinuity”. In order to breakthrough this phenomenon, teachers need to do mathematics research (Siu, 2007). In this article, an example of mathematics research initiated from a learning activity in a primary mathematics classroom is given. By using this example, the author wishes to initiate the readers’ realization on the close relationship between university mathematics and primary mathematics and encourage primary and secondary teachers to do teaching-related mathematics research. Copyright © 2011 Department of Mathematics and Information Technology, The Hong Kong Institute of Education.

The famous mathematician Felix Klein pointed out that there is a disconnection between university mathematics education and elementary mathematics education. He called this phenomenon as “double discontinuity”. In order to breakthrough this phenomenon, teachers need to do mathematics research (Siu, 2007). In this article, an example of mathematics research initiated from a learning activity in a primary mathematics classroom is given. By using this example, the author wishes to initiate the readers’ realization on the close relationship between university mathematics and primary mathematics and encourage primary and secondary teachers to do teaching-related mathematics research. Copyright © 2011 Department of Mathematics and Information Technology, The Hong Kong Institute of Education.

Original language | Chinese (Traditional) |
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Pages (from-to) | 107-112 |

Journal | 數學教育期刊 |

Volume | 45 |

Publication status | Published - Jun 2011 |

### Citation

陳葉祥(2011)：從小學課室到大學講堂的連貫：探究單數和雙數的關係的小二課，《數學教育期刊》，45，頁107-112。## Keywords

- 雙重的不連貫性
- 數論
- 同餘
- Alt. title: Connection between primary school classroom and university lecture theatre: A reflection on a primary mathematics lesson