On Experience Of Mathematical Activities And Its Teaching Strategies

Experience of mathematical activities exists in the teaching process. Since theintroduction of the curriculum objectives, many experts and teachers attach great importanceto it. Because of its recessive character, teachers don’t have clear understanding of itsconnotation so that it’s a great challenge in class to put it into practice. So this thesis mainlyincludes:(1)Do some further research on its connotation, characteristic and classificationbased on literature.(2)Teaching principles and strategies are proposed on the basis oftheoretical research and analyzed with some cases.Experience of mathematical activities is a combination of the feelings and experience,knowledge and skills, emotions and concepts that students get in the process of teachingactivities and mathematical thinking. It has haecceity and it is social, practical, instructionaland developed dynamically. On the basis of the three stages of the mathematical activities,experience of mathematical activities can be divided into mathematical experience,experience of logical connection and experience of mathematical application.The overall teaching principles of experience of mathematical activities are proceduralprinciple, the principle of reflection, the principle of subjectivity and step-by-step principle.The corresponding strategies to the categories of experience of mathematical activities areaccumulation of students’ mathematical experience by accumulating their experience ofabstraction and generalization, accumulation of their experience of logical connection byaccumulating their experience to expand their knowledge and to make them systematic,accumulation of their experience of mathematical application by improving their ability ofanalyzing the topic and the ability of finding out the refined mathematical models in solvingproblems.