Practice And Exploration Of Cultivating Pupils’ Mathematics Emotion

The new 《Mathematics Curriculum Standards》describes definitely that thecultivation of primary students’ emotion, attitude and values should be one aspect of thewhole target, which sufficiently reflects the importance of cultivating primary students’mathematics emotion in teaching. In mathematics teaching, the cultivation of primarystudents’ emotion has a significant contribution to the students’ emotional experienceand integrated development.The author first analyzed the literatures about the cultivation of mathematicsemotion at home and abroad and made a clear recognition of the definition ofmathematics emotion, then analyzed all the emotion targets in different studying periodson the requirements of the new mathematics curriculum standards to the primarystudents’ mathematics emotion. Then, the author made an investigation on the currentsituation of primary students’ mathematics emotion in the working school and foundthat there were several problems existing in the methods of cultivating students’mathematics emotion in all studying periods. To deal with the problems, the authorcombing the theories and actual conditions develops four strategies of cultivatingstudents’ mathematics emotion according to students’ ages, psychologies andcomprehension abilities.The strategies include:(1) cultivating students’ mathematics emotion throughteamwork;(2) cultivating students’ mathematics emotion through games (3) cultivatingstudents’mathematics emotion through telling small math stories;(4) cultivatingstudents’ mathematics emotion through guiding students to find and use math in life.To each strategies, the author uses classic cases summarized from actual teachingto discuss and analysis them sufficiently and take the feedback from students throughinterviews and students’ diaries.The research is focused on the strategies of cultivating primary students’mathematics emotion by analyzing in theoretical level, and further explores the moreactual cases from teaching, which represents the principle that “theories come frompractice and be used to guide practice in return”.