Difference Research On Maths Constructivism Study In A Cultural Perspestive

The reality of the increasing differences of maths study is contradictiory to the basic idea of popularizing maths. It is well known that the difference of study is versatile. It presents before us not only is a way of students' study achievements but also students' qualities, etc. . The research on the difference includes 2 aspects: firstly, it requires the application of constructivism study theory which holds maths study is a process that students as subject constructs maths as object mentally; secondly, from a cultural perspective we should view maths constructivism study as a process, that is individual comprehensive of maths meaning passed down in a historical and cultural way. It embodies both the activity of individual interpretation and a comprehensive process to the objective meaning of maths object. In other words, it is a combination of personal understanding and cultural implication. Therefore the difference study is supposed to emphasize more core evaluation, which is the combination of qualitative and quantitative evaluation. In order to make the ways of evaluation more versatile, we can employ class survey, individual interview, case analysis, questionnaire and students' self assessment, besides test. According to theoretical research, the difference can be reflected from 2 factors: students' subjective study factors and social environmental factors. The investigation shows the cause of difference comes from students' individual intellectual factors, no-intellectualfactors and social psychological factors related to study (such as teacher's efficiency, classroom setting, family atmosphere, studying technological situation and cultural atmosphere in society). In the light of difference, we should adopt the teaching strategy of "progressing the top students and transforming the poor students ".It can be realized as follows: Firstly, we should establish the teaching view of maths constructivism study; Secondly, we should carry out the individualized teaching of maths constructivism study, that includes the principles of constructivism, mathematiczation, individualization, balance and developmental teaching. Whereas we carry out correspondent teaching strategy: (1)knowing about the discipline's features and making your teaching goal clear; (2)creating study environment and arousing students' study motivation; (3)strengthening cooperative study and constructing study atmosphere; (4)being active in exploring and experiencing and promoting the meaning construction of maths; (5) paying particular attention to rethinking and assessment and optimizing the teaching process; Finally, we should create the cultural environment for maths constructivism study.