我的数学老师威尔逊女士不仅教学方法独特，而且她从不试图往我脑子里硬塞知识。
Her unique teaching methods apart, MS Wilson, my math teacher, never tried to cram knowledge into my mind.
我的数学老师威尔逊女士不仅教学方法独特，而且她从不试图往我脑子里硬塞知识。
Her unique methods apart, Ms Wilson, my math teacher, never tried to cram knowledge into my head.
评论家们说上海数学的教学模式已经变成一种“应试教育”，学生们只会在考试中拿高分，但是他们对数学知识在实际生活的应用能力还是比较欠缺的。
Critics say Shanghai maths becomes a kind of 'teaching to the test', meaning pupils do well in exams, but are not prepared to adapt their knowledge to everyday situations.
本文简述建立数学教学新模式的必要性；论述了知识、能力、品质、方法之间的辨证关系；
This article covers the necessity of new mathematics teaching model, the dialectical relation among knowledge, ability, quality and method.
最后本文指出，数学教学是数学知识教学和数学文化教学的有机结合体，就中学阶段而言，我们应主动加大数学文化教学的成分。
Finally, this paper mentions that mathematics teaching is combination of mathematics knowledge teaching and MC teaching, and we should expand MC teaching in the middle-school stage.
数学知识系统有几种不同的组织结构：逻辑结构、认知结构、教材结构和教学结构，并且都有多种具体表现形式。
The knowledge system of mathematics has a few different kinds of structure, logic structure, cognitive structure, structure of teaching materials and teaching structure.
在有高质量的知识贮备的基础上，要培养学生认知课题、表征课题的能力，进行显性的数学思维策略教学，并及时进行总结、反思。
On the basis of high-quality knowledge restorement, dominant mathematic thinking strategy should be used in the teaching, and summary and reflection should be given on time.
第三，数学史知识融入问题解决教学。
Third, the knowledge of mathematical history is put into solving-problems teaching.
在我国中小学数学教学中，虽然学生投入了很大精力，教师费了很大功夫，但学生对知识的理解水平远远没有达到深刻理解。
Although both students and teachers make efforts and use much time, students' understanding toward knowledge can not attain the fundamental level.
本研究通过问卷、课堂观察、访谈等方法对高中数学教师教学知识的现状进行了较为系统的调查。
In this paper, the author expounded the actuality of the pedagogy knowledge among high school mathematics teachers through questionnaire investigation, class observation and interview.
第二，数学史知识融入命题教学。
Second, the knowledge of mathematical history is put into the propositions teaching.
认知弹性理论是一种关于结构不良领域的知识习得与迁移的学习理论，对指导高师数学建模教学具有较强的适用性。
Cognitive flexibility theory was a learning theory about acquiring the knowledge in ill - structured domains and it had better application to guide mathematical modeling in normal university.
进而从学生学习、数学知识、教师教学三个方面给出有针对性的(？)导建议。
Ulteriorly provide the targeted guidance suggestion on students' study, mathematics knowledge, and the teacher teaching three aspects.
中学数学教学内容分为两个层次：表层知识和深层知识。
The teaching content of maths in middle schools contains surface level knowledge and deep level one.
作为一名数学老师，具备过硬的专业知识，并积累了丰富的教学经验。
As a math teacher he has excellent professional knowledge. And he has accumulated a wealth of teaching experience.
几何初步知识是数学教学的主要内容之一，包括三个方面的内容：概念教学、公式教学和应用题教学。
Elementary knowledge in geometry is the main part in mathematics teaching which includes three aspects: concepts, formulas and applied problems.
它说现有的研究并没有显示到底哪些知识和技能是有效数学教学所需要的。
It says existing research does not show just what knowledge or skills are needed for effective math teaching.
高等数学许多概念抽象晦涩，如选用恰当的引例，在教学中可起到良好的铺垫作用，使学生易于接受新知识，并提高认识水平。
Chousing proper examples will lead to good bedding effect, it will be easy for the students to accept new knowledge and to raise their level of understanding.
教育专业化结构由教育学科知识、一般文化科学知识、一般教学能力和数学教学能力构建起来；
The connotation of mathematics teaching as a profession should include the mathematics as a profession, the education as a profession and foster professional emotion for mathematics teachers .
将高师数学分析运用于中学教学数学，可以使许多由于受知识的局限而无法深入讨论的问题得到解决，起到了改变思维方式、拓宽解题思路的作用。
Applying the principles of math analysis to the math teaching in middle schools can change the way of thinking and widen our trains of thought in solving problems.
通过分析数学对话教学过程，探讨了对话教学的认知与情感互动、知识与能力并重等原则。
Analysis of teaching mathematics through the dialogue process, a dialogue on teaching cognitive and emotional interaction, knowledge and ability to both principles.
当前大学工科数学课程教学仍是传授知识为主的知识教育，忽视以培养能力为主的素质教育问题。
Overemphasizing knowledge education and ignoring quality education is still a problem existing in the current teaching of mathematics for engineering students.
通过近两学期的教学实验，对被试的数学知识网络、数学成绩和解决数学问题的能力进行测试。
After two terms of teaching experiments, we tested the students of the mathematics knowledge network, mathematics results and the abilities to solve the problems.
学生普遍反映实验教学效果良好，有利于巩固理论知识学习，有利于增强学习数学的兴趣，有利于提高医药数据的统计处理能力，希望以后能适当增加一些实验课时。
It will be beneficial to the consolidation of the theory knowledge, beneficial to the intensification of learning interest in mathematics, beneficial to the increase of the processing ability of med…
我国数学教育家张奠宙提出，数学教学的目标之一，是把数学知识的学术形态转化为教育形态。
Zhang Dianyu, a mathematics educator from our country proposed that the objective of mathematics teaching aims at transforming academic appearance into educating appearance.
把数学建模思想融入高等数学教学可以从分析处理教材、组织教学内容、教学方法和学法指导、知识应用过程等方面着手。
The application can realized by analyzing teaching materials, organizing teaching contents, giving guidance for teaching and learning methods, and applying knowledge.
挖掘教学知识点，展示数学的趣味性和奇异美；
Excavation teaching knowledge spot, demonstration mathematics interesting and strange US;
对数学教师的普通文化知识和基础能力的获得贡献最大的是“作为中小学生时的经验”，其次是数学教师“自身的教学经验和反思”。
What contribute most to teachers' general knowledge and basic abilities are their experience as a student, and experience as a teacher and rethinking of the experience;
对数学教师的普通文化知识和基础能力的获得贡献最大的是“作为中小学生时的经验”，其次是数学教师“自身的教学经验和反思”。
What contribute most to teachers' general knowledge and basic abilities are their experience as a student, and experience as a teacher and rethinking of the experience;
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