A Study On The Cultivation Of Mathematical Knowledge In The View Of Tacit Knowledge

Number sense and number sense culture is the current mathematics curriculum in more talk about a topic, it has a very important role in mathematics education. Current research on number sense and number sense training, usually investigate the explicit knowledge level is vastly different conclusions, for "just any woman," the number of actual teaching with a sense of culture is not necessarily very effective. Tacit Knowledge Theory and it has similar features, and more and more attention in the field of education, just as the "number sense" training provides a new perspective. This study is in this backdrop expanded status quo trying to use Polanyi’s tacit knowledge theory to study the number of flu contemplation culture, bringing the number of mathematics teaching poor sense of culture can be improved.This paper is divided into five parts:introduction, the study of number sense and number sense culture at home and abroad were reviewed and proposed objectives and significance of the study. The first chapter discusses the importance of culture in number sense, and analyzes the status quo poor number sense training. The second chapter, will silence the theoretical knowledge and number sense to compare, find the intrinsic link between the two, pointed out the necessity of the choice of number sense tacit knowledge theory training issues. Chapter III, combining the theory of tacit knowledge, teaching number sense to explore the culture. Respectively, from number sense knowledge under the tacit knowledge concept analysis, the formation mechanism of the conversion methods, teaching the principles of the four aspects were discussed.The fourth chapter, teaching practice to tacit knowledge theory, the number of effective strategies to construct a sense of culture.This paper concluded:First, tacit knowledge sufficient to form an active call number sense strategy:create situations evoke number sense; body and mind, to get the number of flu; demonstration operations, the acquisition of number sense; with imagination, harvest number feeling. Second, timely classification of explicit knowledge scattered strategic development of number sense:the concept of classification number, classification number of operations. Third, within the explicit knowledge to promote the greatest possible number into a sense of strategy: internalized in contrast, internalization in the dialogue, in the application of internalization.