High School Math To Understand The Reasons For The Difficulties And Teaching Strategies

Understanding plays an important role in the process of mathematics learning. However, the present condition about mathematics understanding of the senior high school students is not satisfying. It is close related to understanding difficulties in mathematics learning. This thesis intends to study causes of understanding difficulties and teaching strategies to overcome the mathematics understanding difficulties. The main purposes of the study are to provide a guide of improving students' mathematics understanding, to present a new instrument for assessing the students' understanding, and to provide reasons and suggestions for teaching and learning mathematics and curriculum reform with understanding.The theoretical base of this thesis is a cognitive structure theory, Piaget's theory on the stages of cognitive development and the relevant research on understanding and mathematical understanding. On the basis of the analysis of research on the implication of "understanding" from philosophy, psychology and pedagogy, the type of "understanding" and the implication, mode and level of "mathematics understanding", the term "mathematics understanding" was defined in the perspective of the mathematical teaching and learning in the paper. Through the analysis of the actuality of the research on mathematics understanding, the researcher recognized the theoretical research of mathematics understanding personally, pointed out several questions still needed to probe into thoroughly and illuminated the implication of "mathematics understanding difficulties".Based on the theoretical research, the researchers made some investigations and testing in two schools. On the basis of investigation, the researcher have systematically analyzed the cause of the difficulties:(1) the students' respect including the defect of cognitive structure of mathematics, the wrong or not perfect psychological representation, the wrong or incorrect connection of knowledge, the negative effect of the fixed pattern thinking, the restriction of the cognitive level and the defect of the meta-cognitive ability; (2) the teachers' respect including the improper language and the improper way in some links in teaching courses;(3) the...