Mathematical Situation Creation Analysis Framework Construction And Practice Improvement Research

In the context of curriculum reform,the situation is not a new topic.Most of the research is limited to stimulating interest in the context of knowledge,while ignoring the role of optimizing the knowledge structure;Stay in the general analysis and logical inference,strategies for creating simple copy of other disciplines situation,lack of empirical validation,which led to the deviation of theory and practice.In addition,there has been little research on the situation of the content of algebra,graphics and geometry,statistics and probability,and comprehensive practice.This paper attempts to do some useful attempts,based on the theoretical and practical perspective,the establishment of the evaluation of mathematical situation creation analysis framework.The analytical framework of mathematical situation not only embodies the innovation of the present research,but also is an important tool to ensure that the research can be carried out smoothly.The process of establishing analysis framework,In theory,firstly,through literature analysis,the author sorts out various viewpoints and points out the basic dimensions of the elements and structures of the situation and the mathematics situation.Secondly,research results of Situational Cognition,Freudenthal's mathematics education,the number and the algebra theory based on the deduced two creation number and algebra situation(horizontal mathematics and vertical mathematics)and four stages(Situational phase,referential phase,general stage,formal stage)and three dimensions the core elements.In practice,examples and basic dimensions of curriculum and teaching in the process,the first stage of "number and Algebra"curriculum content as the situation needs analysis,and collection of teachers,instructor and expert knowledge of key factors.After the revision of theory and practice,the analytic framework of "three dimensions and nine elements" as the content system is finally established.The "three nine elements" refers to the teaching content dimensions:Relevance of student life,Situation representation and Mathematical characteristics;the learning support dimensions:resource,task;the participation structure dimensions:Interactive form,Mathematical conclusion,Student input,Admission of opinion.Observation table to analysis framework based on the preparation,after the observation,found that the creation of number and algebra context has the following problems:The target context presupposition and reach greater contrast,lack of inspiration and the migration situation content and specification;Mathematical task separation processing,and student association stay surface;Learning support resource tool mode and task support cognitive level low participation;Structure is not fully arouse their interest in learning,the lack of investment in longitudinal mathematical differences;New teachers and mature teachers in the design and implementation process.Then,based on the analysis framework,analysis of the causes of the problem,and put forward practical improvement suggestions.First,optimize the number and algebra situation creating external support system,including the number and situation of the development,resource library algebras give technical support of the teaching material training and learning;Secondly,follow the number and algebra situation design and selection strategies,including reasonable preset goals,efforts to promote the goals,content refers to the number and algebra teaching situation content,clear and provide resource tool,and cultivate students' interest in indirect task support to build the high cognitive level,strengthen the longitudinal mathematical learning input,learn peer advantage,concern of experts on-site guidance;Finally,to provide reference to the implementation of guiding cases.