| This research is using Kong Qiping's questionnaire about student participation and his layering valuation to analyze the data; together with three self-designed tests, the author conducted an investigaion about participation in mathematic teaching among students of a city-county combined junior school (we may just call it "students" in the following sections). The author mainly deals with three questions:(1)The relation among students'behavioral, emotional and cognitional participation; and this question could be further devided into two sub-questions:â‘ In the mathematics teaching process, does the behavioral participation have a relation with mental devotion?â‘¡In this process, does the cognition participation has something to do with emotional participation? (2)The relation between student participation and the effect of mathematics learning; (3) Features of students'learning effect in mathematics.After some evaluation, the author comes to several conclusions as followings: (1) There's a close relation between the students'emotional participation and their cognitional participation; (2) Student's behavioral participation has something to do with their mental state; (3) Students' behavioral participation shed some light on their studies; (4) The time that students spent on homework every day has an inpact on their studies; (5) Different learning consequences correspond to different kinds of participation: Zero participation leads to no result, low participation causes low result and high participation creates satisfactory results; (6) Deficiency of high logical thinking among students.In addition to this, the author puts forward some suggestions to mathematics teaching in a city-county combined junior school: (1) The objective is to cultivate student's good attitude towards learning; (2) Special attention should be paid to students'logical thinking; (3) Appropriate guide should be given to students'studies; (4) Teachers should have a sense of emotion while in class.
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