A Group Comparison Test In The Two Domestic Junior High School Math To Understand The Return To Characteristics Of Its Causes

This study using the basic methods of the Pirie-Kieren Theory, through set a similar task (Lyndon C. Martin,2008) for two Chinese students to follow their ways of solving mathematics problem. The initial purpose of this research was to verify the validity of the Pirie-Kieren Theory, which based on the dates collected from foreign students and teachers. After closely study the video of experiment and manuscript of Chinese students, we found hat they always affected by the daily mathematical experience. During the entire process, they tended to use the existed knowledge and experience to understand new cognitive context. Due to lacking of deeper observing of the new situation, their conclusions are not correct. The methods that simply use the already known knowledge to solve the problem limited their way of thinking and the results.After the first step to study the characteristic of Chinese students'mathematical understanding, we put the focuses on the daily study environment-classroom, where the students mainly get training and learning. Using the "folding back framework" elaborated by Martin to analysis the source of intervention and its ways of developing, we also found that Chinese teacher is the only source of classroom instruction, they tend to lead the students fold back intentional and explicitly, which is our concern that would make the Chinese students depend on the experience and teacher's tutor.We will study other factors that affect the form of Chinese students'understanding ways. That include the manner of how they finish their homework, and the structure of textbooks and other reference books. We believe the particular study of the Chinese students'mathematical thinking ways and its relatively factor will help teacher better understanding the rule of the characteristic and also the role of the environments. That also will provide data for education reform.