A Case Analysis Of The Characteristics Of Mathematics Problems In Primary School Classrooms

The teaching activities are based on the mathematics problems presented by the teachers in the primary mathematics classroom.The quality of the mathematics problems are the key to ensure the quality of teaching.To research the features of the mathematics problems in the primary classroom is beneficial to enrich the related theoretical connotation,diagnose the current situation of the mathematics problems' development and improve the quality of the mathematics problems and the standards of teaching.The features of the mathematics problems in this paper refers to the general law features of the mathematics problems which are posed by the teachers in terms of the teaching needs in the primary classroom.On the basis of TIMSS-R achievements,the study constructs a framework for the analysis of the primary classroom mathematics problems' features by combining theory and practice.The framework consists of three elements,which are the type of the mathematics problems,the relevance of the mathematics problems and the level of the mathematics problems.The subjects investigated are mathematics teachers in Shanghai Y Primary School,and the research focus is the mathematics classes of the junior grade,middle grade and the senior grade taught by three represented teachers for case analysis.The titles of classes are “Two Digits Minus Two Digits”,“One Digit Times Two Digits” and “the Division in which the Divisor is a Decimal”,which are from the same module in the textbook.The data are collected through classroom observations,videos of classroom teaching,interviews with three teachers,teachers' reflections on teaching.Through using the framework,the paper fully analysis and interpret the the primary classroom mathematics problems' features in three classes.The study includes two parts.(1)What is the framework for the analysis of the primary classroom mathematics problems' features?(2)What are the features of the primary classroom mathematics problems at Shanghai Y Primary School?(3)What are the deficiencies in the primary classroom mathematics problems? How to improve them?The conclusions of the dissertation are as follows:(1)The procedural mathematics problems are in majority and the “making mathematical connections” problems are too little.The higher the grades are,the higher the thinking level of the mathematics problems is.(2)The derived mathematics problems are insufficient.No significant differences existed in the relevance of the mathematics problems among junior,middle and senior grade.(3)Generally,mathematics problems are presented in one situation,and separated from real life.The middle and senior grade students have fewer opportunities of using educational affiliation than junior grade students.(4)Repeated exercises are tended to be practiced to consolidate the knowledge.Middle and senior grade students have more opportunities than junior grade students to choose different methods to solve the mathematics problems.Based on above research conclusions,the study came up with well-targeted teaching strategies which include the following aspects.(1)Mathematics teachers should strengthen the ability to hold the textbooks.(2)Mathematics teachers should develop student-oriented teaching.(3)Mathematics problems should be close to real life.(4)Mathematics problems should provide more opportunities to use educational affiliation.(5)Mathematics problems should enhance the students' thinking.