A Study On The New Types Of Mathematics In Junior Middle School

"Mathematical understanding" plays an important role in mathematics education. In Western countries, some scholars have even proposed a mathematics teaching philosophy called "teaching for understanding ". Therefore, how to evaluate the level of students’ mathematical understanding is a primary issue. Now, the way which to judge the situation of student understanding by solving mathematical problems can not reflect students’ understandings of mathematics knowledge accurately. In this paper, the author attempts to connect mathematical reading and mathematical understanding so as to explore the new types of questions which can test the level of students’ mathematical understanding by mathematical reading comprehension in junior middle school.The theoretical bases of this thesis are Bloom’s taxonomy of educational objectives, SOLO classification theory, and RCGP raised by Lin Fulai et al which is a model of using geometry to testify reading comprehension. First, the thesis studies the definition of "reading" and " mathematical understanding" in different perspectives. Further, this thesis reviews relevant researches about mathematical reading and mathematical understanding in order to offer firm foundation in exploration of mathematical reading comprehension test (MRCT).On the bases of theoretical researches and the combination of mathematics characteristics and mathematics teaching, the author puts forward MRCT, which offers detailed mathematical problems and answers. Then, ask students to read and answer the items. The students are required to display the process of comprehension. At last, teachers judge students’ comprehension level of mathematical knowledge according to their answers.This thesis divides the comprehension of MRCT into four levels:element level, part level, overall level and systematic level. It also raises seven key elements as the basis of setting comprehensive questions and judging comprehension level, which are memory, transformation, connection, analysis, summarization, application and innovation. Finally, the author designs cases of number and algebra, and statistics and probability respectively for MRCT. It is hoped that this study could provide reference for mathematical teachers to explore new ways or new types to test the level of students’ mathematical understanding.