Research On The Contents' Constitute Of The Experience Of Mathematical Activities

After the experiences of mathematical activities being proposed as a new curriculum objective, many issues about Mathematical activities experience need to be study, which is a present consensus for many mathematical educators. However, the current systematic research on the experiences of mathematical activities is relative scarce. In this paper, we make in-depth study of the contents' constitute of mathematics experience based on the two aspects of theory and experiment.Firstly, based on the summarized theory review on the mathematical activities and experience, many key words which describe the contents of the experiences of mathematics were given, such as sensory experience, experience by oneself, exploration and innovation, the results of the process, knowledge and skills, methods and strategies and emotional experience.Secondly, conjunction with the inductive inference activities Lesson, and a series of specific Mathematics activities, we summed up corresponding content point on the experience of students, through comparison, some theory about math activities experience is composed by the experience of the process and the experience of results were given.Finally, based on the theory of mathematical experience content constitute model, through the survey method, individual interviews and other research methods, we make in-depth study on the specific content of the experience of junior school students when then are in the inductive reasoning activity.This paper mainly composed by the following conclusions:(1) The experience of mathematical activities is composed by the experience of the process and the experience of results, the experience of the process is composed by three levels: sensory experience, experience by oneself, exploration and innovation, and the experience of results is composed by three aspects: knowledge and skills, methods and strategies and emotional experience.(2) In the inductive reasoning activity, the specific contents of the math activities experience of junior school students are constituted by two parts:â‘ The experience of the process is composed by three levels: the specific process of experimental observation, summarization and promotion, conjecture and test; information transformation and strategic choice in the process of experience and summarization, puzzling and pleasure in the process of reasoning; discovery or innovation by exploration.â‘¡The experience of results is composed by three aspects: knowledge and skills (concept and theorem, characteristics, solving problems skills by induction and reasoning), methods and strategies(overall strategy of summarization and conjecture, pattern recognition strategy, specialization and general strategy, meta-cognition strategy) and emotional experiences (confusion and success in the process of reasoning, extensiveness of applied mathematics).According to the conclusion of this paper, we offer the following recomme ndations for the teaching of inductive reasoning:(1)Clear objectives of teaching of inductive and reasoning- besides concern ofthe students experience of the result, we should concern more about the experience in the process of inductive and reasoning.(2)Optimization of design for teaching of inductive and reasoning- rationaldesigned teaching of inductive and reasoning which can inspire students thinking; after the teaching of inductive reasoning ,repeat exercise on similar questions.