CAJ | 학술논문

将多元表征渗透到数学课堂教学中，一方面可以调动学生多感官的认知因素，促进知识的理解，培养学生的数学思维以及促进学生数学智慧的生长；另一方面通过对问题进行多元化的表征，为学生解决数学问题提供了新的平台，从而有助于提高学生对问题多角度的解释能力和创新能力。数学中多元表征的教学策略为：精深挖掘资源，探索数学表征的多元化；运用教育机智，达到多元表征的最优化。但要注意，多元表征不是每堂课都适用，也不是每个学生都能在课上得到最大的收获。
장다원표정삼투도수학과당교학중，일방면가이조동학생다감관적인지인소，촉진지식적리해，배양학생적수학사유이급촉진학생수학지혜적생장；령일방면통과대문제진행다원화적표정，위학생해결수학문제제공료신적평태，종이유조우제고학생대문제다각도적해석능력화창신능력。수학중다원표정적교학책략위：정심알굴자원，탐색수학표정적다원화；운용교육궤지，체도다원표정적최우화。단요주의，다원표정불시매당과도괄용，야불시매개학생도능재과상득도최대적수획。
The penetration of multi representation into the mathematics teaching in class, on the one hand may mobilize students＇ multisen- sory cognitive factors to promote their understanding of knowledge and cultivate their mathematical thinking and improve their mathematical in- telligence growth; on the other hand multi representation serves as a platform for students to solve mathematical problem, thereby contributing to the improvement of students＇ ability and innovative ability to solve problems from different angles. In mathematics, the teaching strategies of multi representation are：find teaching resources and explore the multi representatiom of mathematics; adopt pedagogical tact to achieve the opti- mization of multi representations. But teachers should be aware that multi representation can not be used in each class and meanwhile, not every student in class can get the most important knowledge.