The Embodiment Of Mathematical Modes Of Thought In The New Curriculum

Nowadays, in the worldwide mathematics education, it has become a very important curriculum goal to culture the mathematical thinking of students. From 1992, China has added mathematical modes of thought in syllabus definitely. For example, in The standards of mathematics curriculum for compulsory education (trial draft), the mathematics education is asked to enable students to "get necessary and important mathematical knowledge, including mathematical facts and experiment of mathematical activities, basic mathematical modes of thought, and necessary technological skills for the adaptation of the coming social life and further personal development."However, it depends badly on the design of the curriculum to achieve the goal. And that is why this research focuses on various types of curriculum:syllabus and curriculum standards, new textbooks (experimental) and lesson plans. The author hopes to find out true status quo of the Chinese education of mathematical modes of thought by comparing curriculums above. The research focuses questions as follows:1. In the part of principles, including conception of mathematics, conception of mathematical curriculum and teaching goals, what are the differences between standards2001 and syllabus 2000 in the statement of mathematical mode of thought? 2. In the part of equation in middle school level particularly, what are the differences between standards2001 and syllabus2000 in the statement of teaching aims of mathematical mode of thought? 3. In the part of system of linear equations with two unknowns, what are the differences among the three textbooks in the statement of mathematical mode of thought? 4.Taking "elimination by substitution" for instant, according to their teaching plans, what are the teaching differences among the three teachers when they teach mathematical mode of thought?Finally, it is found that both standards and syllabus attach importance to mathematical mode of thought, but in the content, syllabus 2000 is more detailed and more directive than the others. In the part of system of linear equations with two unknowns, all the textbooks embody relative mathematical mode of thought totally, but there are differences in number and embodying-type, and renjiaoshe-textbook thinks most of mathematical mode of thinking. According to the teaching plan, teachers are able to understand the textbooks well, but the numbers of mathematical mode of thought that they use are different. Teachers are short of the ability to abstract mathematical mode of thought, which may be in relation to teachers'qualities in mathematics and teachers'beliefs.Based on the findings of this study, some suggestions for curriculum standard editors,textbooks editors and teachers are given at the end of this thesis.