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1引言概括是数学活动的一个重要特征.数学的概括具有特殊性,是限制在数字和符号、数量和空间、数学对象和运算领域中的概括1,具体说来可以分成2个方面:第一,把具有共同特征的事物联系起来,抽象出数学对象的本质属性;第二,把具有共同特征的数学对象结合起来,寻找其中的内在关系和规律2.在上世纪80年代末,蔡金法曾经做过一个小样本的实验研究,通过设计变式问题,引导学生逐步概括三角形的概念.结果发现初一不同水平的学生之间数学概括能力存在较大差异,主要表现
1 INTRODUCTION Summarization is an important feature of mathematics activities.Mathematical summaries are special and limited to summaries in the fields of numbers and symbols, quantity and space, mathematical objects and operations1, and in particular can be divided into two aspects: the first , To associate things with common characteristics and abstract the essential attributes of mathematical objects; secondly, to combine the mathematical objects with common characteristics to find out the internal relations and laws therein; 2. In the late 1980s, Cai Jinfa used to do After a small sample of experimental research, through the design of variant problems, to guide students to gradually sum up the concept of triangles.It was found that the first day of different levels of mathematics summary ability there is a big difference, the main performance