The Research Of The Mathematics Thinking Quality Of Primary Students

With the implement of basic curriculum education reform in 2001, the primary task of mathematics teaching in primary and secondary schools, is not only to gain basic knowledge, but to emphasize more on fostering students' faculty of thinking. The level of thinking is often reflected on the quality of thinking, which is an important component of mathematical thinking structure, and plays an important role in evaluating and measuring of the level of student thinking. Based on the theory of mathematics thinking quality for Psychology of Mathematical Ability in Primary and Secondary Students guided by Kruteskil-V, and other theories in this field, the researcher compiles the questionnaire for students and interviews with teachers to analyze the mathematics thinking quality of the primary school students.The first part introduces the background information, the subject and the significance of the research.The second part is the literature review of the mathematics thinking quality.The third part analyzes the mathematics thinking quality of primary students. From the relationship between thinking and mathematics thinking, thinking quality and mathematics thinking quality, combining with the current misunderstanding in the mathematics thinking quality education, the researcher will analyze the issue from the characteristics of mathematics education and mathematics thinking quality of primary school students.The fourth part covers the purpose of research, respondents, survey tools and survey implementation, which compose the entire investigation process. Overall, the respondents stay at the medium level, and each of them are different. Interviews for teachers conclude that they know the value of mathematical thinking, but the degree of implementation in the teaching process is not satisfying; for teachers, their understanding of the mathematical thinking is not comprehensive, so the way they adopt in the teaching is lack of systematical guidance.According to contrast and analysis, the fifth part is the result of research. From the result, the researcher give the suggestions for teachers on the development of mathematical thinking.