A Study Based On Mathematical Task Of Elementary Mathematics Lessons

From the1990s to the21st century within the first10years, China’s mathematicseducation is facing a special historical period of self-reflection and reconstruction.This particular period of history is filled with a variety of factors change, fromhome-grown out of "pedagogy of variation" and " double-base teaching " theoryburgeoning and development, and from the beginning of the new curriculum reformin2001also affects every school among every classroom teaching, thereforeobservation and a special attention to this period of change, research in this period ofchange specific changes in the classroom has become exceptionally meaning andvalue, and how to view and analyze the existence of different mathematics teachingapproach and orientation, especially when teaching mathematics classroom in theanalysis and evaluation, the structure and form of weight class, or heavy mathlearning task, or the two should be considered. Therefore, this study attempts fromthe1990s (hereinafter referred to as the90’s class) to the first10years of the21stcentury (hereinafter referred to nearly a decade of course) for these two periods,choose the same classroom lesson content with framework to analyze mathematicaltasks, in order to study specific changes in this period of change in the classroom.This study determined the QUASAR research project to develop the University ofPittsburgh in the " mathematical task analysis framework " as the basic framework forthe analysis of classroom use of literature, and then by means of a specific time in theclassroom teaching analysis video study of actual classroom observation repeated andanalysis, but also to compare the use of comparative law which occurred in theclassroom at different times of change, it is the number of stages of mathematicaltasks assigning tasks to compare different times, the type, the second is to comparedifferent periods in mathematical tasks assigning tasks, organization andimplementation phase changes in the type of mathematical tasks, comparing threefactors leading to changes in mathematical tasks, so the following conclusions:First, class as a whole tends to be more comprehensive, but still there is room forimprovement.Second, from assigning tasks, organization and implementation phases of view,"the1990s lesson" Memory and pay more attention to the basics of basic skillstraining, less attention to the cultivation of students’ thinking and reasoning; while " nearly a decade of class " is not only emphasis on skills training basic knowledge andskills, but also pay attention to the students’ thinking and reasoning aspects of cultureThird, lessons, whether in the1990s or nearly a decade of lessons, the mainfactor reducing the high level of cognitive tasks was " aspects of the task has beenroutine," to maintain a high level of knowledge of the main factors " to take students’thinking scaffolding "," Teacher, or have the ability to demonstrate a high level ofstudent answers behavior "and" teacher questions, comments or (and) feedback tomaintain proof, interpretation or meaning emphasis."The basic recommendations of this study are:First, enhance the creation of "mathematical tasks" consciousness.Second, Reduce the number of math exercises to improve the quality of mathexercises, thereby saving more time teaching students to cultivate the development ofmathematical thinking.Third, design "mathematical tasks" to be concerned about the contact"mathematics" and "real life" between.Fourth, design mathematical task from the perspective of abstract, reasoning andmodel, add "do the math" level of mathematical tasks.