Influences On Inquiry-based Teaching Toward Abilities In Mathematical Problem Solution And Communication Of Junior Middle School Students

The paper mainly conducts the research on some influences that arises from the inquiry-based teaching being introduced in the math courses for the junior middle school toward the students' abilities in mathematical problem solution and communication. In the meanwhile, the researcher also reflects the difficulties and solutions that came across in the conduction of inquiry-based teaching through interactive research.The study is implemented in a class of 40 junior middle school students, totally conducting re-circulated teaching research 3 times, selecting 4 research subjects, collecting materials by class observation, setting up students' study files and etc, then conducting the analysis on the materials in the qualitative methods. The result implies that there are positive influences on different types of students in the abilities of problem-solving and communication, especially more notable effects for those with poor performance in math study. The inquiry-based teaching in math course could provide students with opportunities of discussion, idea sharing and reflection; thereby cultivate the students' communication abilities. And meanwhile, in the process of communication, it could help students clarify the misconceptions, intensify inner mathematical knowledge, and improve students' abilities of mathematical problem solving. In a word, the inquiry-based teaching could not only cultivate and enhance students' abilities in mathematical problem solving and communication, but also provide students with proper training in high-ordered math thinking. Besides, the researchers themselves could also improve own content knowledge and pedagogical content knowledge. And positive feedbacks from students and their parents also offer the research encouragement and self-esteem.Lastly, there are some advices for those who want to do researches into inquiry-based teaching. For example, teachers should respect the application of supposing steps for students before teaching; should pay attention to the relativity with math knowledge while designing the inquiries; should give students enough time for discussion and idea sharing during the course of teaching; and after the activities being conducted, the most important is to offer students more chances for reflecting and forming conclusions.