大数据时代的近因偏见：需要加强尼日利亚学校数学史的地位
Recency Bias in the Era of Big Data: The Need to Strengthen the Status of History of Mathematics in Nigerian Schools
摘要：
数学教师可利用的信息信息量是如此巨大，以致于选择所需的内容本身正逐渐成为一项巨大的任务。关于在数学教学中纳入数学史的元素，大数据时代引入了近因偏差的可能性很高，这是数学教育利益相关者迄今为止从未遇到过的挑战。这种倾向，选择最近的信息在相关的旧的，复合的，历史的事实为代价，打败的目的和目标的认识论和文化的方法，数学教学交付。这项研究是一个教学话语的重点是这种威胁的历史和数学教学法，特别是因为它影响了尼日利亚的数学教育。数学课程开发，教师培训计划，教师备课和出版的数学教学材料的影响也进行了深入的考虑。
英文摘要：
The amount of information available to the mathematics teacher is so enormous that the selection of desirable content is gradually becoming a huge task in itself. With respect to the inclusion of elements of history of mathematics in mathematics instruction, the era of Big Data introduces a high likelihood of Recency Bias, a hitherto unconnected challenge for stakeholders in mathematics education. This tendency to choose recent information at the expense of relevant older, composite, historical facts stands to defeat the aims and objectives of the epistemological and cultural approach to mathematics instructional delivery. This study is a didactic discourse with focus on this threat to the history and pedagogy of mathematics, particularly as it affects mathematics education in Nigeria. The implications for mathematics curriculum developers, teacher-training programmes, teacher lesson preparation, and publication of mathematics instructional materials were also deeply considered.
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