An Investigation On Junior Middle School Mathematics Teachers' Understanding Of "Small And Medium - Sized Cohesion Problems"

Mathematics cohesion in compulsory education stage has been an important topic in the field of mathematics education, the popular summer holiday "among cohesion" class, the freshmen of junior middle school don’t adapt to mathematics study, the seventh grade has become a differentiation period in math, and none of these do not cause the attention of educators to small and medium-sized mathematics cohesion. But some front-line mathematics teachers just have a hazy understanding in primary and secondary mathematics bridging. Both the mathematics teachers in elementary school and middle school are not familiar with each other’s content. This is one of the reason that case to disconnect between teaching activities, students’ mathematics learning without systematic, and also has became a part of the reason in the small and medium-sized mathematics cohesion problem.In order to solve the math linking problem in primary and secondary schools, many education researchers set about from analyzing textbooks, teachers’ teaching, students’ learning and do research in many aspects about them. These researches have achieved preliminary results. Under such plentiful researches background, this topic to investigate the current first-line mathematic teachers how do they understand the mathematics teaching materials situation in other grade, how do they understand the small and medium-sized cohesion in math teaching practice, and how degree do they carry out, as well as the problems in the process of implementation. I hope through this topic’s results and problems revealed can provide help for elementary and middle schools mathematics bridging work.This topic in the survey is part of Shen Yang middle schools’ teachers, I use the literature review and questionnaire to do research, from the elementary school mathematics knowledge structure as well as small and medium-sized mathematics cohesion, survey the present state of junior middle school mathematics teacher’s cohesion understand. Through the questionnaire investigation of the research found that junior middle school mathematics teachers’ understanding of the "primary and secondary school mathematics problem" situation is not optimistic, nine years construct school not do better cohesion job than ordinary junior middle school. Most of mathematics teachers in the junior middle school do not understand the mathematics content and the teaching requirements in elementary school, and there has a separation between primary and secondary school teachers of mathematics.According to the result of questionnaire analysis, the research approaches some suggestions to improve junior middle school mathematics teachers’ understanding of "primary and secondary school mathematics problem". Across the study period of collective lesson preparation, do a good job learning situation before class analysis, carry out relevant linking to the primary and secondary school mathematics teaching and researching activities, urge teachers get into the habit of reading primary school stage curriculum and teaching materials, etc. In a word, in order to do a good job in elementary and middle schools mathematics bridging, only external and internal to the joint efforts of the teachers in school, can more effectively solve mathematical separation and achieve the ultimate goal of smooth transition between the small and medium-sized faults.