Study On Strategies Of Applying APOS Theory In Junior Mathematics Concept Teaching

The concept of function is one of the core concepts of mathematics concepts, function concept teaching in junior high school is the basis of high function in teaching.The APOS theory is a teaching theory of mathematics concept teaching.This paper study mainly for the following five part combs:First, the function, concept teaching and APOS theory from home and abroad for literature, collection, collation and analysis, and has carried on the related data statistics.Second, the use of APOS theory in the concept teaching case collection and analysis, through literature review, research on Application of APOS theory in function concept teaching in junior high school has a total of8papers,5papers were published in journals,3papers belonging to the master’s thesis. According to the research needs, on1journals and2master’s thesis were analyzed, the conclusion is that the APOS theory in a certain extent give researchers or teachers guiding significance, but also actively use are mechanically problem.Third, observation and interviews of using the APOS theory in classroom teaching of existing.In this part, the author conducted interviews with teachers, students’questionnaire survey and class observation, the three aspects of teachers, students and the teaching process of the structure arrangement and analysis. First of all, the interview records show that three teachers understand the theory of APOS, and the function concept teaching when using the APOS theory to guide, but in teaching practice, and did not fully achieve the desired results, all the students can’t reach the schema stage, in a class have a profound understanding of function. Secondly, by Piaget’s dimension of cognitive theory to analyze the classroom for students to master the concept of function, and through the questionnaire survey to the students of mathematics concept demand, show that the students in the learning function concept did not reach the level of understanding of teacher expectations, many students are not well established between the function concept and other concepts related, according to survey on students’ understanding of their demand for the teaching of mathematical concepts, to tease out the difficulty and cause learning concept, in order to abstract lay the foundation mathematics concept teaching strategy. Finally, by classroom observation according to the four stages of APOS theory, and record each phase of the activities or games, selected three teachers in various stages of the score, the corresponding analysis is made according to the four stages of feature of the APOS theory, and puts forward the existing problems of attribution.Fourth, optimization strategy makes use of the word APOS in the teaching of mathematics concept theory. The author first simple statements optimization using APOS theory in the concept of teaching, design the basic framework of optimization mathematics concept teaching and the general idea, finally puts forward five teaching strategies:the "reality" into the concept, background; through the "realistic mathematics", built in the early conceptual form "; through consolidation and application" the concept, to refine the concept symbols; through the "formal and abstract" concept, a clear concept of the essence; through the concept of "contact", the concept of system coupling.In all, The teaching of Mathematics concept is the eternal theme of research in mathematics education, the statements of APOS theory on the problems and insufficiencies of this study in the teaching of mathematical concepts, issues and present the author gives some simple research prospects.