Ordinary Junior High School Students' Mathematical Understanding Learning

Learning for mathematical understanding is one of the focuses of the concentrations in recent research of mathematics understanding. Previous research of mathematical understanding focuses on mathematics understanding concepts, functions, mode and level, the assessment of the mathematical understanding, as well as the teaching strategies of improving the students'ability of mathematical understanding, etc. The innovation of this paper is to explore how to promote students'understanding from the perspective of our students as well as the operational level. Thus the strategy system of understanding learning can be summed up and this will help to investigate how to guide the students in learning practice specifically.First of all, the author compiled the questionnaires and test papers according to the self-teaching practice and did a survey and testing for understanding learning status quo of common primary school students from both teachers and students. From the questionnaire we found that the teachers and students pay more attention to the learning for mathematical understanding. But there were still many questions about the way of it. The test result showed that different students had different correlation, reasoning, thought level and learning effect of learning for mathematical understanding, but the learning effect between boys and girls was not very clear.Secondly, in view of existing situation, the author tries to research the learning strategies of the primary school students'learning for mathematical understanding systemically, separately from four aspects: problem solving, error analysis, said math and controlling networks of knowledge.Finally, the author made a control experiment between two classes which taught by herself. The author also made a comparative analysis of two examinations which happened in the district by SPSS11.5 software. The conclusion was that the grade difference between the experimental class students and the control class students reached the significant level and the mathematics understanding ability of the experimental class students was significantly higher than the control students.