Instructional Strategies Of Reflection In Mathematics Learning For The Middle School Students

Mathematics, by the principles of its abstraction, researchable activities, well-knit inference and special language, makes it impossible for middle school students, who remain at the fledgling stage of thinking, to have immediate, direct grasp of the essence of mathematics activity. Only by repeated thinking, exploratory studies and self-adjustment, that is to say, only by unremitting efforts to reflect over what is learned in mathematics, can they acquire insight into the essence of mathematics activity. Nevertheless, reflection in mathematics learning is a key link in mathematics learning activities, which is a weak point in student mathematics learning activities. This paper will further discuss about the theories related to reflection, illustrating what kinds of roles the reflection-based mathematics learning activities play. This kind of teaching method do good to students learn to reflect. Reflection is a main embodiment of the Constructivism Theory in teaching activities. It is not only optimizes students' mathematically-thinking quality, but also is an effective way for them to improve their cognition ability. From what we have mentioned above, this paper combine theory with practice, aim at providing specific practical approach to teaching activity and research, achieve the purpose that students get to know how to learn.