| John Dewey was an American pragmatic philosopher and educator. His pragmatic educational thoughts had a profound influence on educational theories and practice around the world. As early as the beginning of 20th century, Dewey's pragmatic educational thoughts had an important influence on Chinese mathematical education. Studying the influence of Dewey's pragmatic educational thoughts on mathematical education in Chinese junior high schools and learning from the positive and reasonable productions is important to searching for new ideas about reform of mathematical education which fit the situation in China and development in the future. This paper presents educational purposes, courses, teaching, learning and view on teachers.The purposes of education in all periods from 1923 until now have shown that the influence of Dewey' s educational thoughts impenetrates all phases. The teaching objectives decided in the syllabus in different periods after 1980s have been different, but some opinions in them used the reasonable elements of educational objectives of developed countries (mainly the USA) as reference, and all of them had their roots in Dewey's educational thoughts.Both Dewey's curricular theory and curriculum standards for school mathematics put emphasis on the following aspects: 1) Children or students is the core, but the influence of teachers is not denied. Teachers are instructors, leaders and organizers of teaching process. 2) Teaching materials for the courses must be fit for the phases of psychological development of children or students. 3) Teaching materials for the courses must be related with social life and meet the need of social life. 4) Practice or experience is important to children or students. Their consistency shows the influence of Dewey's theory upon the course of math in Chinese junior high schools.Dewey's teaching theory mainly included: process of reflective thinking, teaching process and the relation between practice thinking and teaching activities,etc. It influenced many aspects of teaching of math. Teachers must design the teaching process according to thinking process . That teaching process is being widely adopted in teaching math in China.Teachers' reflective thinking and reflective teaching are closely related. Teachers can enhance teaching through reflective thinking.lt is not difficult for us to find the preliminary frame of theory of inquisitive study from Dewey's theory of reflective thinking and teaching.On teaching methods , People of later time derived the " five steps in teaching" from Dewey's teaching process. Some teaching methods, such as method of learning by questioning and method of discovery, etc., adopted in mathematic education in Chinese junior high schools, evolved from Dewey's teaching process .On studying methods, Dewey called for "learn by doing " and "learn through activities". Math teachers in Chinese junior high schools have attached great importance to letting students' interest in learning be aroused and retained through activities and doing things. Inquisitive study and reflective study are two studying methods advocated in the reform of mathematic education in Chinese junior high schools. The two studying methods have their theoretical roots in Dewey's "method of learning by questioning " or thinking process.The influence of Dewey's educational thoughts upon the views on math teachers in Chinese junior high schools was also obvious. Dewey thought friendly relation built through joint participation and cooperation on the basis of equality between teachers and students was an essential condition ensuring successful mathematic teaching. Therefore, teachers have right views about students and respect personalities and work of students.
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