Mathematics Teaching Research On Graph Tranformation In Junior Middle School

It has become a bright spot of the geometry aspect during the new Curriculum Reform that"The Curriculum Standard of Full-time Compulsory Education (experimental draft)"(2001), leads "the graph transformation" into the education target of junior middle school, and emphasizes the importance of development of plausible reasoning. Meanwhile, The proportion of "the graph transformation" in the Senior Middle School Entrance Examinations over the years is increasing, especially in the mathematics exams of Suzhou Senior Middle School Entrance Examination in 2008, 2010, and 2011, "the graph transformation" has become one of the checking points and also one of the biggest bright spots, therefore, the importance of"the graph transformation" in junior middle school Geometry teaching is clearly visible.Now when the new curriculum reform has entered its tenth year, what is the current status of "the graph transformation" in the junior middle school mathematics teaching? How about the level of understanding and reasoning ability of the Students in this part of the contents? What kind of views and difficulties the frontline teachers toward this part of the contents have? These problems are all the issues the frontline teachers concerned about. With a comprehensive understanding of the current situation of teaching and learning, the frontline teachers can better reflect the teaching process, improve the teaching design, and accumulate the teaching resources, so as to make some contribution for carrying out more smooth and effective teaching of "the graph transformation".This research based on the test of the relative content of the graph transformation towards Sixty five Grade-Two students of Suzhou Caixiang Junior Middle School and on the questionnaire investigation about teaching on "the graph transformation" toward the eighteen frontline mathematics teachers of the same school. Through the test of students in problem solving situations and problem solving process analysis, we understand the cognitive level and reasoning ability of the students on this content; through questionnaire analysis of teachers, we know the content teaching methods and perspectives of teachers, as well as the difficulties and confusion in the teaching process. Meanwhile, taking the examples as the twenty-eighth questions in the mathematics test of Suzhou Senior School Entrance Exam in 2010 and 2011, it analysis the knowledge and ability types of students through these finale questions taking "the graph transformation" as the content. On the basis of the above, the author put forward three suggestions towards "the graph transformation" teaching: first, focus on establishing the mathematical problem situation in the teaching process; second, focus on training on mathematical ability and infiltrating of mathematical thinking during the problem solving process; third, focus on studying the exam guide through the analysis of the knowledge and abilities type in related questions in Senior School Entrance Exam. Highly hope that this study on" the graph transformation" teaching can cause the thinking and discussion of more experts and teachers.