The Analysis And Construction Of Mathematics Curriculum: A Commonsensible Perspective

The mathematics curriculum depends on various common sense, but it has been a lackof systematic guidance and evaluation for a long time. From the perspective ofteachers, teacher educators and curriculum researchers, we dedicate to commonsense's "conceptualization", exploring the origins and usage of common sense, givinga multi-disciplinary look at common sense. The use of psychological and culturalperspectives on knowledge in the field of mathematics curriculum conducted a studyon a commonsensible perspective of mathematics learning. From the background,course orientation, the combination of dimension and common sense, two basic typesof mathematical activity, and the different attitude of common sense, the mathematicscurriculum is divided into three types:"combination" course,"connection" course,"experience" course."Connection" courses were further divided. With all theseconsiderations, we explore how to understand and carry out a mathematics curriculumunder commonsensible perspective in current situation and argue the following issuesshould be noted: life knowledge can promote the application, contradictions exist inthe mathematical system and application, common sense interferes, create conditionsfor a wider range of common sense to involve in the learning unit, have a tolerance of"unscientific" common sense, understand the diversity of the results, and should havea new understanding of Freudenthal's points of view. In the progress of the initialconstruction, we try to develop learning units with natural language, and let themathematical world and mathematical language to communicate the real world,natural language with the help of common sense, and let life common sense involve inthe mathematics curriculum, and learn the neglected mathematical common sense.