• 沒有找到結果。

# 再論上述幾個問題

## Worksheet

### B. 再論上述幾個問題

1. 約定俗成

“午夜＂來表示)。最初a.m.及p.m.都不會用在十二時

“簡單＂的寫法教導學生，如折扣寫成“八五折＂；12

2. 概念運用

便能設計出有利學生探究發展的教學策略，讓學生有所得 著。然而在教學的建議上，我還是認為以最簡單/常見的圖 形作為教學例子，讓學生容易掌握，再從探索的過程中了 解背後用於四海皆通的概念，讓學生更有系統及效率地學 習。

3. 通用共識

參考文獻

1. 馮振業（2004）。「率」的疑惑。《數學教育》，19期，

42-50。

2. AM at the American Heritage Dictionary of the English Language, Fifth Edition (2011)

3. The Canadian Press Stylebook (11th ed.). 1999. page 288.

4. [12 AM? or 0 PM?]. National Institute of Information and Communications Technology (in Japanese). 15 February 1989. Retrieved 24 May 2017.

5. 文耀光（2007）。《幾何與度量》。香港：教育出版社。

6. 徐思茵、謝巧玲(2011)。周界的概念及其教學。《數學 教育》，31期，13-21。香港。

7. 黃毅英(2007)。數學化過程與數學理解。《數學教育》

25期，2-18。香港。

### 8. The role of Mathematics in STEM education

TONG Man-ling

Sha Tin Government Secondary School

### Introduction

‘What is the use of learning this?’ Many students have asked the same question when the teacher taught them Mathematics.

Like learning basic trigonometry in S2, the teacher asks the students to use the ratios to find the side or angle of a right-angled triangle. Many students think that it is so boring and not useful, just for the purpose of assessment. While when the teacher asks the students to find the height of the school building, the students may find that it is interesting and the knowledge learnt is useful in our daily life. Nowadays, all schools promote STEM education, making connections across Science, Technology, Engineering and Mathematics, or at least two of them. The main aim in implementing STEM education is to support students learning in the traditional content and concepts from the subjects to solve unfamiliar problem or even create some new knowledge and learning outcomes.

Outline