民俗数学与数学教育

首先指明了“民俗数学”研究的两个不同方向，即关于数学的人类文化学研究，以及“日常数学”与“学校数学”的对立与转化。其次，通过对后一方向上若干研究工作的具体介绍，作者又突出强调了以下几个对于数学教育有着特别重要意义的问题，即数学教育与“文化冲突”，“日常数学”的特征及其局限性，如何更好地实现由“日常数学”向“学校数学”的转化。

ETHNOMATHEMATICS AND MATHEMATICS EDUCATION

Firstly, two different dircctions in the recent researches on ethnomathcmaties are differentiated, i.e., the clutural anthropology of mathematics, and the conflice and transformation between “daily mathematics”and “school mathematics”,Then, by introducing some works on the second direction, the following three important points to mathematics education are emphasizcd: cultural conflict and mathematics education, the characteristic and limitation of “daily mathematics”, and how to use “daily mathematics” as the start ponit and necessary background for the learning of mathematics in the school.