A Study On The Present Situation And Strategies Of The Mathematical Classification Of The Third - Grade Students In Primary Schools

From the field of mathematics, the mathematical knowledge and mathematical thinking are closely linked, permeated with the mathematical knowledge of mathematical thinking,mathematical thinking can guide the understanding and application of mathematical knowledge.And as one of many ways of thinking, the classification of thinking is particularly important at the primary level. From the education perspective, "Compulsory mathematics curriculum standards(2011 edition)." Compared to the previous "double base" added "basic idea" and "basic activities of experience." The way of thinking is in an important position. And in the implementation of the recommendations, a separate reference to the classification requirements of thinking. Classification thinking again come into a focus range. From personal growth, the classification of thinking grasp, can promote students’ thinking rational, comprehensive, layered,generality, logical, abstract and so on. Well, from the point of view of these aspects, no matter how important the classification of thinking is! Therefore, exploring the status quo primary school free thinking, the source of the problem and provide valuable, targeted, operability penetration strategy based on issues.The main content of this paper is divided into three parts.Part I: preparatory work. Raise the main issues: the background and significance of the study; the core definition of the concept: the relationship between thought and classification method of classification, classification thinking meanings; domestic and foreign customs classification research and thinking level; and this thesis study design, including research questions, methods, and other objects briefly described.Part II: The version of Beijing Normal University Primary Mathematics textbooks, summed up the way of thinking can penetrate classification of knowledge in the teaching kit; through analysis of materials derived type Primary classification methods; classification of elementary school mathematics teaching thinking Investigation. By Teachers’ interviews analysis found that the classification method of thinking connotation teachers, role, contact materials, slightly weaker than the penetration; Pupils classification method of thinking to grasp the status quo.Through the preparation of test questions on three school students, found very significant differences between the three schools; five dimensions of development is not balanced, and arein the middle level where the ability of students to concrete images of things its own classification criteria Categories relatively good development. Grade 3 boys and girls develop no difference; develop interest in mathematics and classification of thinking is not relevant; but it is usually relevant with students’ mathematics achievementPart III: proposals for the rationalization of discovery conclusions provide a reference for teachers.