西方國家數學教育中的數學素養：比較與展望

數學素養成為數學課程的教育目標已有半個多世紀，受國際學生評估項目(PISA)的影響，世界各地對學生素養的關注日益高漲。本文探討了數學素養的起源和近期的發展，分析了數學素養在西方國家數學課程中的內涵，並與PISA中的數學素養進行比較。結果發現，各地的課程文件對數學素養存在不同的解讀，其內涵也隨著時代不同而改變。發展學生數學素養，需要關注學生的數學學習和理解整個課程改革的背景。培養數學素養，需要重視數學能力的整合，跨學科課程的學習和各種問題情境。對數學素養的深入討論和分析，能讓我們進一步反思學校數學教育的目標，以及更好地理解和應對新時代的課程改革。
For more than half a century, mathematical competency has become an important goal of mathematics curriculum in many countries. In recent years, with the influence of the Programme for International Student Assessment(PISA), scholars around the world paid more attentions to mathematical competency. There are different interpretations of mathematical competency and its content is also constantly changed. This paper firstly discussed the contents of mathematical competencies emphasized in the mathematics curricula in different countries, and then compared their contents with PISA. It is found that there are diverse understandings of mathematical competency in different curricula. Mathematical competency is related to the integrations of mathematical capabilities, learning by cross-curriculum and within different context. It is suggested that developing students’ mathematical competency need to focus on their’ learning and understand the context of curriculum reforms. The analysis and discussion can help us further reflect the goals of school mathematics education, and also deeply understand and calmly cope with curriculum reform. Copyright © 2017 華東師範大學.