Case Study Of Transformation In Mathematics Function Problem-solving Of Middle School

As one of the most basic thought in the middle school mathematics,transforming idea has been attaches greatly valued by the general mathematics educators. It can be saw through the whole mathematical contents, and leads other mathematical methods. However, as to the present research on the transforming thinking. the common phenomenon is the illustration of it, and the study on the thinking process is less according to the students. especially the research in students’ thinking situation, development characteristic and how to form the thinking is not enough system. Therefore, this study tries to study systematically the mathematical transforming thinking of the senior middle school students, and analyze the thinking process of transforming in the case of the function teaching, to provides some teaching Suggestions for the transforming.This research mainly adopts the literature analysis, interview method, to has carried on the interview investigation and case study research for the current math functions transforming of the middle school. This thesis is divided into the following sections:(1) The rising of the problem. Through the analysis of the idea of transforming the teaching background, put forward that transforming ideas improve the quality of mathematics teaching, and it is conducive to the students master the mathematical thinking methods. and in the high school math teaching, it has opportunity to that applying the idea of transforming to analysis, processing, and solving math problems.(2) The summarization about the research. Through a statistics and comparison on transformation theory home and abroad, to lay a foundation for the development of this research.(3) The questionnaire and interview. Choose a senior middle students as the research object, to understand the status of the present transforming students’ thought.(4) Case study. Through the study of case materials, analyzing main factors influencing the ability of transforming students. They are students’ original knowledge structure, meta-cognition level and teachers’ teaching concept, and based on this, advances some suggestions.The main ideas of this study are as follows: the original knowledge level of students is the cornerstone of the implementation of the reduction; Senior students’ meta-cognitive level is not high, lead to not to effectively control for the process of transforming itself; Many students are lack of knowledge of their original content generalization, So they are difficult to quickly change to a known problem chain. In addition, the main influencing factors of high school mathematics transforming have the original mathematics knowledge, meta-cognition level and mathematics teachers’ teaching view can be preliminarily ascertained through the interview investigation.