Inquiry Teaching And Student Learning To Change The Way In Middle School Mathematics

The thesis addresses the application of Mathematical Inquiring Teaching (MIT) through various investigation methods such as case study, literature review and questionnaire. Based on the analysis of present MIT practices in both foreign and domestic classes, the necessity and principles are discussed for applying MIT in middle school. The teacher should take advantage of the cognition and experience of students, activate their interests in mathematics, offer them opportunities to explore the unknown world, and help them grasp the concepts, theories and techniques through diversified mathematics exercises, in the process of self-learning and cooperative learning.By means of teaching practice, the author defines the scope of MIT. Under the instruction and supervision of the teacher, the students learn through their own research initiatives. The MIT process can help students actively obtain knowledge and solve problems, rather than passively receive knowledge, experience and understand mathematics methodology, and develop their own intelligence, creativity and abilities.After comparing MIT with other methods of teaching, the author probed into the essence of inquiring teaching and proposes the 4 principles of MIT method, i.e. systematic principle, initiative principle, principle of collectively participating and individually developing, principle of encouraging inquiry.The author preliminarily analyses the following factors of applying MIT in middle school: proper teaching materials, available knowledge and the corresponding levels of cognition, positive learning attitudes, and favorable scenarios for mathematics problems.The effects of MIT on the change of students' learning method and the problems occurred in MIT practice are also discussed.