Research On Student’s Schema Of Word Algebra Problems In Junior High School

Currently, problem solving is the core of the mathematics education. In order to change the fact that our middle-school students are weak in the ability of solving the unconventional problems and creative problems, the process of mathematics teaching needs to be improved. Schema-based mathematical learning makes the style of learning in mechanical memory and imitative operating changed, promoting the understanding of mathematics learning.In this study, there are three series of experiments. In the way of classifying word algebra problems, the general level, hierarchical property and representation form of the junior high students’schema on word algebra problems are separately explored.The results showed that:1. The junior high school students can classify word algebra problems according to the schematic structure in the mind.2. In general, the classification results of the high-academic-achievement students in junior high school tend to coincide with the theoretical model; while on the other hand, the results of the students with low academic achievement tend to deviate from the theoretical model.3. The schematic structure of the word algebra problems in junior high school is hierarchical, but the level is low in general.4. The representation forms of word algebra problems in junior high school are multiple, but the population with deep representation is of small percentages.5. Teaching of teachers is influential on the schema of word algebra problems in junior high school.6. Representations in deep and low level are not of binary relation, but of different stages.