Study On The Effectiveness Of Mathematical Communication In Math Class Of Middle School

With the development of modern society and in-depth study of cognitive psychology, mathematical communication has been widely recognized as one of the characteristics of the International Mathematics Curriculum Reform. Faced with the tide of world education, China's new curriculum reform also put great emphasis on mathematical communication. However, from the view of concrete practice, the status quo of mathematical communication in the math class of secondary school is not good enough, the evaluation on the effectiveness of mathematical communication has become a momentous research topic.Mathematical communication the paper refers is defined as the process of the expression, transmission and acceptance of information in secondary school mathe class. The effectiveness of mathematical communication is the extent of effectiveness (or the level of effectiveness). In accordance with the descending order, the effectiveness of mathematical communication can be divided into three grades, such as efficient, in effect, inefficient and so on. The efficient mathematical communication (often say that the "effective communication") is the common goals which is sought by teachers and students in secondary school mathematics teaching.There are three structures in math class, which contain the communication IRE pattern, the communication body and the communication chain. From the micro perspective, the phenomenon that teachers put forward questions(Initiation), the students answered the question of teachers (Response), the answer of students to teachers to be evaluated (Evaluation) is prevailing in math class, the IRE structure has become basic pattern for teachers and students; from the midst perspective, mathematical communication is around a specific theme and is to be broken into smaller units (communication body); from a macro perspective, mathematical communication is built by different and continuous theme and is composed of a series of exchanges by the chainlike structure.The level of communication structure provides a theoretical framework for researching on the effectiveness of mathematical communication. On the one hand, there is a holistic effect in the entire classroom, which is represented by teachers, students and the environment. By constructing of the E-T-S three-dimensional model (teachers - students - Environment), on the basis of the mathematical model adopted method, fuzzy comprehensive evaluation on the effectiveness of mathematical communication can be given a specific reference data. On the other hand, as language is the carrier of mathematical communication, the classroom IRE structure is a basic structure of teachers and students when they are communicating. Therefore, the communication body, as a microcosm of chain, with its language analysis, we can show the problems in mathematical communication.This study also proposed the strategies and approaches for enhancing the effectiveness of mathematical communication in secondary school. There are: create a positive environment; chose meaningful communication theme; adopt appropriate mathematical expression, pay attention to meta-cognition in mathematical communication. Mathematical communication is the participation of students and teachers completed and, therefore, enhance the effectiveness of the mathematical communication is the common goal and duty for teachers and students.