Survey And Study On Teaching Contexts In The Middle School Mathematical Teaching Materials

In the new turn of the mathematical curriculum reform, a lot of teaching contexts has appeared in the junior school teaching materials, which is quite different from the style of the old edition. How is the effect of these additional application of the teaching contexts in mathematical teaching materials? And whether these contests in the teaching materials are accepted and liked by the students? Such and more problems are worth our concern and study.We probe into the teaching contexts in the following 2 aspects in the paper.1. Researching on text. The theory that realistic mathematics should be taught from Freudenthal, a Netherlands mathematician and educator, is what we want to know. By researching one of the teaching materials—Interactive Mathematics Program from Integrated High School Mathematics YEAR 4 and refer to the introduction of the teaching materials from Holland and USA by Sun Xiaotian, we know more about the current situation of the teaching contexts used in mathematical teaching materials.2. Experimental investigations. By means of questionnaires and interviews, we make further studies on the topics such as what contexts interest the students, their suggestions on the setting of the teaching contexts and what teachers view and do in establishments of the contexts, etc.From researching we discover that these two sets of teaching materials from junior middle school of foreign countries both pay great attention on the using of illustration contexts, and they all use sets of questions of contexts as types of organization.We also discovered that the contexts that most interest the junior middle school are about following topics: games, school life, daily life and mathematics. The freshmen of senior high school take little interest in that the school use the background knowledge from other subjects to teach mathematics. Adults commonly think good contexts are not related to what have been recognized by junior middle school. The students suggest that we should use more interesting context questions which are close to social and daily life. The teachers' attitudes towards the context are quite different: some can create context by themselves; some pay indifferent attitude and think the effect will not last long because the students don't like some of the contexts.Finally, based on the conclusion we've come to, we give some detailed suggestions on the writing of the junior school teaching materials and the teachers' application of the teaching contexts.