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Study on the psychological process of understanding mathematical concepts of junior middle school students

Author: NiuTeng
Tutor: YangZeZhong
School: Shandong Normal University
Course: Curriculum and Pedagogy
Keywords: mathematical concepts deep comprehension deep comprehension of mathematics psychological process mathematical concept teaching
CLC: G633.6
Type: Master's thesis
Year: 2013
Downloads: 147
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Abstract


Mathematical concept teaching is an important link of mathematic teaching.Comprehensive learning and teaching is a research topic which draws great attentionfrom domestic and foreign educational research fields at present. It is of greatsignificance in research of comprehending mathematical concept. But there areresearches showing that most junior school students can only comprehendmathematical concepts preliminarily, so, it is important to research psychologicalprocess of junior school students during comprehending mathematical conceptsdeeply in order to guide mathematical concept teaching of junior school students. Atpresent, researches on mathematical comprehension mostly focus on connotation,level and features of mathematical comprehension as well as investigation ofmathematical comprehension, while researches on deep comprehension ofmathematics is rare, especially there is almost no research on psychological process ofdeep comprehension of mathematical concepts. On the basis of previous studies, Iresearch the psychological process of junior school students during deepcomprehension of mathematical concepts, and from this, offer suggestions andguidance for current mathematical teaching of junior school.Research methods such as interviewing method, verbal report method and testmethod are adopted in this paper.Research order of this paper: firstly, summarize current relevant researches ondeep comprehension of mathematics. Analyze emphasis and deficiency of thesecurrent relevant researches through summarization, and then expound main researchmethod adopted in this paper, namely, verbal report method. Secondly, analyze viewsof former researchers on mathematical comprehension and its level classification, givethe definition of deep comprehension of mathematics, and analyze the definition,features and teaching requirements of mathematical concepts of junior school. Thirdly,adopt verbal report method, interviewing method and test method to investigate, thenrecognize and analyze investigation results, summarize key teaching content, features and process for junior school students to comprehend mathematical concepts deeply,provide inner psychological process model of current junior school students duringcomprehend mathematical concepts deeply. Fourthly, put forward a number ofteaching suggestions according to features and psychological model of junior schoolstudents during comprehending mathematical concepts deeply.The conclusions drawn in this paper:1. deep comprehension of junior schoolstudents on mathematical concepts is characterized by sluggishness, continuity,succession and slowness;2. deep comprehension of junior school students onmathematical concepts is mainly connected with upper-seat concepts and superupper-seat concepts, then connected with subordinate concepts of relevant concepts ofupper-seat concepts to form a process of multiple circulation and multiple explanation.Meanwhile, during the above-mentioned process, one part of connection is realizedthrough active connection of new concept with its upper-seat concept or superupper-seat concept. Another part of connection is realized through active connectionof subordinate concept for relevant concept of upper-seat concept with new concept,as well as explanation of new concept.Finally, according to investigation conclusion, the following teaching methodand process for promoting junior students’ deep comprehension of mathematicalconcepts is given:1. teachers shall help student to review existing knowledge, andenrich knowledge reserve of junior school students;2. teachers shall offer materials tointroduce features of mathematical concepts, and emphasize these materials;3. afterstudents learn concepts, teachers shall supervise and urge students to think activelyand draw concept maps of relevant mathematical concepts;4. students discuss ingroups, and teacher guides them;5. teachers help students to establish new and oldconcepts gradually, use old concepts to explain new concepts repeatedly and formcomplete concept network through overlying finally;6. teachers lead students toreflect on mathematical concepts which have been learned;7. teachers shall assesssituations of students’ deep comprehension of mathematical concepts in time.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Mathematics
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