英语翻译The notion of metaphor is used widely in mathematics education to denotethe way in which we think about mathematics in terms of physical andmental actions.Here we hypothesize that the general idea of metaphor,especially when used to perfo

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英语翻译The notion of metaphor is used widely in mathematics education to denotethe way in which we think about mathematics in terms of physical andmental actions.Here we hypothesize that the general idea of metaphor,especially when used to perfo
英语翻译
The notion of metaphor is used widely in mathematics education to denote
the way in which we think about mathematics in terms of physical and
mental actions.Here we hypothesize that the general idea of metaphor,
especially when used to perform an intellectual analysis of how concepts are
conceived,does not necessarily give a complete view of how students learn.
We suggest that,rather than just a general consideration of the metaphors
involved,it is more insightful to consider what the students bring to their
learning,both in terms of previous experience that is supportive and previous
experience that may be problematic.
To represent the student’s current knowledge structures and the effect of
earlier experiences on learning,Tall (2004) proposed the term ‘met-before’.
This started out as a word play to describe ‘what the individual thinks now as
a consequence of experiences that have been met before’.However,as we
shall see,it also has theoretical implications that are somewhat different from
the term ‘metaphor’,as used in cognitive science and in mathematics
education.A met-before focuses not on a top-down intellectual analysis of
the concepts concerned and the possible cognitive and philosophical origins,
but on the way in which a student,or a mathematician,or a mathematics

英语翻译The notion of metaphor is used widely in mathematics education to denotethe way in which we think about mathematics in terms of physical andmental actions.Here we hypothesize that the general idea of metaphor,especially when used to perfo
隐喻的概念被广泛应用于数学教育来表示
在此我们想在数学物理方面和方式
心理行动.在这里,我们假设隐喻的总体思路,
用于执行的概念是如何一个知识分子的分析,特别是当
设想,并不一定给学生如何学习的完整视图.
我们建议,而不仅仅是一般的考虑隐喻
参与其中,它更精辟考虑哪些同学带给他们的
学习,无论是在以前的经验,是支持和以往的条款
这可能是有问题的经验.
代表学生目前的知识结构和效果
早期的学习,高（ 2004）经验提出了术语“气象 - 前' .
这开始了作为一个文字游戏来形容“什么现在每个人如认为
前“已经达到了经验的结果.然而,正如我们
应当看到,它也有来自一些不同的理论意义
术语“隐喻” ,如认知科学和数学中使用
教育.一见面,之前的侧重点不是一个自上而下的智力分析
有关的概念和可能的认知和哲学的起源,
但其中一个学生的方式,或数学家,或数学
请问您是不是落下了几句?

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隐喻的概念是广泛应用在数学教育中，表示我们思考在生理和心理方面的数学的方式行动。在这里，我们推测，一般的隐喻概念，特别是当用于执行智能分析的概念是如何构思，也不一定会给学生学习的完整视图。我们建议，而不是一个一般涉及隐喻的考虑，这是更深刻的考虑什么学生带来他们的学习，无论是在以前的经验，是支持和以往的经验，可能会有问题。代表学生现有的知识结构和早期经验对学习的影响，高（2004）见过提出任期'。这开始了作为一个文字游戏来描述“什么个人认为现在是一个已经见过的后果的经验。然而，正如我们将看到的，也有从“隐喻”不同的理论的影响，作为认知科学和数学教育。一个见过的重点不是有关概念的自上而下的知识分析和可能的认知和哲学上的渊源，但其中一个学生的方式，或一个数学家，或数学

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隐喻的概念是广泛使用在数学教育中以表示我们思考数学的身体和精神的行动方式。在这里我们推测，一般想法的隐喻，尤其是当用于执行知识产权分析的概念如何设想的并不一定给的学生是如何学习的完整视图。我们建议，而不只是一般会考虑的隐喻的参与，它是更有见地，考虑学生将带到他们的学习，在先前的经验，是支持和先前的经验，可能会有问题。来表示该学生目前的知识结构和对学习、高 (2004) 拟议一词 '遇见-前' 早...

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