Mathematical Research, Activities And Teaching Strategies

In the《Full-time Compulsory Education Standards of Mathematics Curriculum》(trial vertion), Mathematics teaching is defined as the teaching of mathematics activities, this marks the teaching concept has become an important teaching concept in the new curriculum, this means that math teachers will be designed a series of math activities, the scene information and mathematical relationships provided by the math activities will guide students to a series of exploratory activities, in the exchange of teachers and students, the students will construct their mathematical knowledge, their mathematical literacy will be improved. however, as the《standard》is not clearly defined what is the mathematical activities, how to carry out them, together with the people of mathematics education express their views are not unified, most of the mathematics classroom teachers is even more vague on this, therefore, they don't design the mathematical activities consciously in the teaching, not to mention implementation. So what is the mathematics activity, what is the value of math activities exactly in the teaching, how many specific teaching strategies in the process of implementation, this is the problems this article will study. Therefore, this study not only benefit to enrich the basic theory of mathematical activity, but also contribute to smooth implementation of the new mathematics curriculum.The research is based on the research of existing mathematical activities at home and abroad. The paper presented some research methods, such as document analysis, case analysis.This article contains four parts:The first part is literature review. This part I searched extensive literature and origin of mathematical activities and other related concepts. Further, I made a systematic analysis and consolidation, this work made the basic theory of this paper more rational article. On this basis, this paper attempted to defined connotation of math activity and defined the math activity as mathematical thinking activity, all these establish the theoretical basis for follow-up study.In the second part, I elaborated what is the value of math activity. Although the teaching of mathematics activities aroused the concern of mathematical theory of community, to a certain extent, it is also aroused the concern of the people who teach in the teaching first-line, but many of these practitioners act only at the surface, not really go deep into the classroom, and don't understand what's the meaning of carrying out the mathematics activities, in response to this phenomenon, this part shows the value of math activities from multiple dimensions. First, it is the carrier that the individual obtain experience of math activity. Second, it provides a breeding ground of generation of resources for the classroom. Third, it is the channel that the students obtain the procedural knowledge of mathematics. Fourth, it is the main way that the students get the mathematical literacy.Last but not least, it provide catalyst for student to understand.In the third part, the essay introduced the characteristics of mathematical activity. This part attempt to provide some standard reference for effective mathematics activities to avoid the phenomenon that some teachers carried out mathematics activities formally. The essay obtained the following preliminary conclusions:participation of the consciousness, the students are the main body of the activity, Development, Open, Mathematical, Guidance.In the last part, this paper explored the teaching strategies of mathematics activities. For example, the teacher should provide an appropriate mathematical activities and create a good cultural atmosphere for student, the teacher also should full attention to use the generated resources and organize the students to reflect and evaluate the math activity and so on.