Investigation And Research On The Present Situation Of Junior Middle School Students' Mathematical Activities

Since the mathematics basic activity experience was proposed as one of the curricular objectives, it has been widely noticed by the field of mathematical education. The research on questions such as what the present situation of middle school students’mathematics basic activity experience is, whether there are differences among schools, or between genders, and how the mathematics activity experience is relative to mathematic performance is very helpful to guide mathematic teaching.The thesis first employs documentation method to summarize relative literature on mathematics activity experience and discusses the meaning of mathematic activity experience by considering features of middle school mathematic activities. Mathematic activity experience is divided into five dimensions including observation, hypothesis and investigation, representation, induction and popularization, and verification. It includes perceptual knowledge level, rational knowledge level and methodization level.Secondly, the thesis investigates the present situation of students’accumulating mathematic activity experience through questionnaires and tests. It shows that the overall situation is not positive. Considering the five dimensions, their performance on induction and popularization is relatively good, and that on observation is balanced; as for knowledge level, students are found to notice "forms" more easily than "content"Furthermore, the thesis explores the differences of mathematic activity experience among schools and between genders, and the relativity of the experience to students" mathematics performance. The result shows that schools are obviously different in all dimensions, but the difference is not clearcut in knowledge level; the difference caused by genders is not obvious in both aspects including dimensions and knowledge levels; students’mathematic performance is greatly relative to their mathematics activity experience.At last, the thesis offers some teaching suggestions on how middle school students gather mathematics activity experience.In sum, this research enriches the relative theories of mathematics activity experience, and thus has some guiding significance for middle school teachers to know about students’present mathematics activity experience and to carry out purposeful teaching.