Characteristics And The Teaching Enlightenment Of Mathematical Induction Thought In Every Step Of Learning

The request of mathematics thinking method is further defined by the newcurriculum standard–In math teaching, students should be continually guided toexperience thinking process such as observation, inductive analogy and abstractsummarization.Inductive method is an important mathematics thinking method and asignificant way to explore and to discover. The creative ability of students to a greatextent depends on the inductive ability. No induction, no creation. So, it is veryimportant to search the approach of how to effectively permeate mathematicsinductive thinking into class.There are plenty of essays about math thinking method so far, but few arespecified on inductive thinking. The content of these essays basically focus onteaching cases, so they are inevitably scattered. Also, systematic theories and practicalclass teaching modes are not formed yet in these essays.Through carefully study about the documents and materials of mathematicsinductive thought and the educational psychology as the theoretical basis, this thesisorganizes the penetration point of inductive thought in math textbooks for primaryand middle schools. And it makes a vertical comparison of course contents amongprimary, junior, and senior high school. Based on that, it also put forward some viewsabout the curriculum set. Also, the author conducted a survey about the teaching andlearning of inductive thinking in the primary and middle school. It can be divided intotwo parts. The first one is the penetration about teachers’ mathematics inductive thought in general teaching process; the second is the students’ ability of using the thought in solving problems. Although the research is processed in a same school of different sectors, but because this thesis is focus on the comparison of similarities and differences in primary and middle school teaching, so there is certain reference value in the research result. Finally, via teaching practice, the author has explored the general pattern o f the penetration of the mathematics inductive thinking in teaching process and summarized the similarities and differences between primary school and middle school in this kind of teaching. Hopefully, it will provide teachers in primary and middle schoolwith certain guidance about the teaching of mathematics inductive thought.