Investigation And Analysis. Young Teachers And Students Of Mathematical Ability

Because of the source reduction of students by the expansion of recruitment in middle school and universities as well as the family-planning, the amount of recruitment in middle vocational schools withered speedily, the quality of students slid down deeply, and there emerged a dilemma in teaching and learning mathematics on which students felt hard to study and teachers perceived arduous to teach. Our goal of the investigation is to realize the status of mathematic abilities among the students in infant normal school. On reviewing the published papers and combining the characteristics of the objectives, examination papers for mathematic abilities after entrance was devised. 250 students of Grade 2008 in Beijing infant normal school were chosen as objectives, the mathematic abilities among the students was measured on the six aspects of ability in mathematic memory(basic mathematic knowledge), logic thinking, dimensional imagination, calculation, creation and resolution to practical problems. The results showed that the six abilities were queued from high to low as the sequence above. The ability of dimensional imagination remains at the level of primary schools. The ability of logic thinking in recapitulation, observation, abstraction and ratiocination lagged behind lower levels. The correct rates were lower when they encountered relative complicated calculations. The adaptability and creativity was low-grade for analysis and resolving to problems. Most of the students were unable to cast off the restrictions of regular thinking way when dealing with practical and irregular questions. The general level of mathematics in infant normal school belongs to lower medium compared to the same aged student (among high school), which correspond to the condition of our source of recruitment. Aiming at the results of the investigation and combining our own experiences of teaching, suggestions were proposed on the six mathematic abilities in order to give others a reference for mathematic teaching.