Research On Mathematical Fundamental Activity Experience

The2011version of the math curriculum standards was the first to propose independently a concept of "mathematical fundamental activity experience ", which is both the inevitable requirement that to achieve educational goals in enhancing students’ comprehensive mathematical literacy, but also the heritage down results from years of mathematics curriculum reform. However, for the meaning of the mathematical fundamental activity experience, the classification of the mathematical fundamental activity experience, the hierarchical division of the mathematical fundamental activity experience and how to promote students to accumulate the mathematical fundamental activity experience such issues as there is no clear conclusion, therefore the further research still has a realistic significance.To solve these problems, it is necessary to do some further research. One hand, the author searched a large number of relevant literatures on theory. On the other hand, the author studied materials, interviewed teachers and observed teaching.The main conclusions of inquiry as follows:the mathematical fundamental activity experience means that students took part in mathematics activities and got skills or knowledge by observing, operating or thinking. According to the nature of its contents, mathematical fundamental activity experience can be divided into skillful experience and emotional experience. The skillful experience includes intuitive experience, objective experience, modeling experience and interpretation four levels of experience. Using all kinds of mathematical knowledge to solve problems is the main experience in the "comprehensive and practice" activities."Comprehensive and practice" activity has three characteristics:comprehensive, practical and funny. The problem-solving process can be divided into moderation, exploring the solution path, practice operations, reporting exchanges four links. To make the paper more effective, the author chose the "Chickens and rabbits in the same cage" as an example to find the factors affecting the mathematical fundamental activity experience gaining. In the last part of the paper, the author proposed six strategies for promoting the accumulation of mathematical fundamental activity experience:strategies for stimulating interest in mathematics activities, generation strategy, internalization strategy, the deepening strategy, expansion strategy and sublimation strategy.