Choreography Based On Apos Theory Of Primary Mathematical Concepts

Mathematic conception is a vital constructional part in the teaching of primaryschools, thus, whether its compile is reasonable or not determines the quality ofrelated teaching materials.The cognitive structure of mathematic conception is one of the leading elementsinfluencing the compile of mathematic conception. Study manifesting that students'cognitive structure of mathematic conception is not equal to the logical structure ofmathematic conception, while learning mathematic conception, students not merelylearn its formal structure but also undergo an constructive process, in which theyorganize and recreate the structure as well as creation of mathematic conception.Therefore, it is of significant importance for improving the quality of compile ofmathematic conception according the learning theory of mathematic conception.Based on constructional conception on knowledge, learning and mathematics,APOS is a constructional learning theory about mathematics conception proposed bythe American mathematic educator Dubinsky which is designed according to theprocedure-object dual characteristics of mathematic conception and a furtherexpansion on Piaget's "reflective abstract" theory. The main idea of this theory is thatchildren will undergo a self-initiated psychological construction process which isconsisted sequentially of the following four phases: activity-process-object-schemewhen they learning mathematics conception.By constructing a three-dimension analysis frame, namely: the way ofdefining,introducing and presenting mathematic conception, this essay analyzed thenew version of mathematics materials issued by the people's education pressexhaustively and specifically. Guided by the APOS theory, we have found thestrengths and weaknesses of this version in terms of mathematic conception compile,which shed light on some suggestions about enhancement of mathematic conceptioncompile.