The Research Of The Mathematics Transition In The Primary And Secondary Schools

Smooth transition of primary and secondary school is an important teaching task in the compulsory education phase. Of all the subjects, transition of mathematics is a deep-rooted problem and there are a lot of achievements. But the present situation is still serious. Mathematics is a science that studies quantitative relations and space forms. It has the characteristics of abstract, logical and widely applied. New curriculum reform has been carried out in our country's basic education since 2001, and the cultivation of students'thinking ability is considered as an important task of mathematics education. Students'thinking level and development space is the base of constructing courses, compiling textbooks and teaching. Narrow the question down to the transition of mathematics, what position should thinking development be laid? To what extent does mathematics curriculum is concerned about students'thinking development? This paper regards these as its goal. It first discusses the importance of respecting students'thinking development in the transition of primary and secondary mathematics according to the existing literature and research achievements. And based on the data analysis, it deals with an empirical study on the mathematics curriculum standards, textbooks and classroom teaching in primary and secondary cohesive phase. In the end it compares the situation of it is and it ought to be, to find out its advantages and disadvantages. And some advice which improves the present situation of the transition of primary and secondary mathematics is proposed.This thesis consists of five parts. The first part states the bringing up of the research which mainly introduces the difficulties in mathematics transition of primary and secondary school, specific research questions in this paper and the expectation of research purpose and effects. This part intends to show the theoretical foundation and realism significance of the research. The second part is the literature review of mathematics transition about primary and secondary school including primarily definition, summarizing research achievements of the past and evaluating the research way of the past. Based on that, this paper analyzes the influence of mathematic transition to primary and secondary school students'thinking development and shows respect that the work of mathematic transition is important in primary and secondary school students' thinking development. Therefore, it brings up two important questions which must be answered if this paper wants to improve the situation of mathematic transition of primary and secondary school:What's the character of thinking development of primary and secondary school students? Is the orientation of mathematic course to students' thinking development in our country reasonable? The third part discusses the characteristic of primary and secondary school students' thinking development especially the present situation of thinking development of primary and secondary school students in the part of age characteristics, continuity characteristics of thinking development and the relationship between thinking development and education. Thus, this part answers the first question of part two. The fourth part is a very important argument of this paper. It analyzes curriculum standards, textbook and course, which are made up mathematic course, in an empire way. With the method of data analysis and comparative analysis, this part exams the reasonable of the curriculum standards'goal setting and content planning, then, in order to research the smooth of whole difficulties and specific content of curriculum standards, this paper uses respectively difficulty analysis pattern to calculate the difficulty coefficient of textbook in transition period and content analysis to compare the writing method of textbook in those period. After that, the author observes mathematic teaching classrooms of transition period and analyzes time assignment of teacher and students'activities and condition of questions and answers in the classroom through self-made observation record tables and particular observation of 20 mathematic periods. At last, with those facts, this part states advantages and disadvantages of the present situation about how to handle students' thinking development in teaching, which answers the second question of part two. In the fifth part, it gives the conclusion of this research after answering those two questions. The conclusion is mathematic teaching in primary and secondary school should be strengthen in handling students' age characteristic of thinking, recognizing the continuity of thinking and creating zone of proximal development of thinking. Later, the author gives some relevant practical suggestions.In the last of this thesis, the author explains the limitation of the research and put forward further assumption.