Investigation And Analysis Of Junior Middle School Students’ Mathematical Cognitive Structure And Its Constructive Strategies

Mathematical cognitive structure is a process of changing mathematical knowledge structure under the influence of the learners’ psychological cognitive factors.Its content includes mathematical knowledge(skills),relevant experience of mathematical activities,mathematical thought and the organization methods and characteristics of them in the mind.Whether the learners’ mathematical cognitive structure is perfect or not and the level of mathematical cognition will have a direct impact on learners when it comes to learning and mastering the new mathematical knowledge.Therefore,the compulsory education mathematics curriculum standard experiment draft(2011 Edition)puts forward that teachers should help learners to understand the teaching materials from the whole to construct mathematical cognitive structure in the proposal of textbook compilation.However,according to the current teaching situation of mathematics class,the improvement of students’ mathematical cognitive structure is not optimistic.The majority of teachers have no consciousness to help their students to construct a mathematical cognitive structure.They don’t pay attention to helping students to improve their mathematical cognitive structure.What’s more,they even overlook the student’ mathematical cognitive level.Results show that students don’t understand mathematics knowledge formation sequence of events and don’t know the relationship between mathematics knowledge system and the knowledge.They only master some scattered mathematics knowledge.That is why the students’ cognitive level of mathematics and their understanding ability and application ability of mathematics are low.According to the above problems,I choose this topic “ investigation and analysis of junior middle school students’ mathematical cognitive structure and its constructive strategies” in order to know the latest achievements and development trend of the research on junior middle school students’ mathematical cognitive structure through reading the domestic and foreign literature related to this topic.Taking “graphics and geometry” as an example,I used Bruner’s cognitive discovery theory,Ausubel’s cognitive acceptance theory,Piaget’s cognitive construction theory,Schwann’s theory of cognitive structure difference and the corresponding theory of constructivism in this article.Through the Thorough investigation and study of the students and mathematics teachers in some primary schools in Henan Province.I understand the main factors that affect the students’ mathematical cognitive structure of “graphics and geometry”.The first one is the students lack the knowledge of graphics and geometric content.The second one is the teachers pay less attention to the relationship between graphics and geometry.The third one is the teachers lack the awareness of helping students to construct the cognitive structure of graphics and geometry and overlook the teaching of graphics and geometry content knowledge system.This article mainly comes up with four strategies according to the results of the survey.First of all,teachers should fully expose mathematical thinking in teaching activities.Secondly,teachers should pay attention to the way of thinking and mathematics thinking methods in teaching activities.Thirdly,teachers should emphasize the completeness of knowledge system and improve the students’ metacognitive ability.Finally,teachers should lead students to experience the formation stage of knowledge and teach them to construct cognitive structure independently.This study has certain theoretical significance and practical value for the junior middle school mathematics teachers to grasp the students’ cognitive level and to help the students to improve their cognitive structure.We can improve the mathematical teaching theory and make the development of mathematical teaching theory more complete theoretically.We can also contribute to the progress of mathematical learning theory.It is very important to understand students’ mathematical cognitive structure in mathematical teaching practically.If teachers have a clear understanding of the students’ mathematical cognitive structure in teaching,based on the practical situation,they can teach the students more directly.And they can find and solve the problems of their students.