The Research About Mathematization Of Context Problem In High School

Context problem under the realistic mathematics education refers to an implicit association in teaching process and teaching goal, attaching to some certain situations. The research starts to inquire the degree of mathematical and life in teaching practice, clear the progress of progressive mathematizing and development of situational、informal teaching mode.The whole essay is divided into two parts. The first part embarks on the theoretical foundation and concept definition, combs the relation of "realistic mathematics" and "mathematical reality", "situation" and " context problem", emphasizes "six principles" of specific mathematical(activity, reality, level, intertwinement, interactivity, guidance and principle). In the end, it analysis gradually formalized "four levels"(situation level, model of level, model for level, formal level), and ultimately determines the Progressive Mathematizing.The second part using questionnaire reflects that the teacher is trying to quote situation teaching, but lack of deep study into the process of context problem mathematically. And in the further it is concluded that students’ interest in content questions is in inverse proportion to teachers’ usage of situation types. Then, through typical case in combination with the teaching design, students’ exercises and interview records in case study method, it specifically analyses the mode of mathematics teaching, and comes to the conclusions: 1.The living style and mathematics can be mutual coexistence, mutual transformation; 2.The knowledge base and cognitive level of students are the key to the construction of context questions; 3.The high school mathematics can be learned based on context problems, in the process of the mathematical development. This mode of teaching is a dynamic and iterative process. According to mathematical content problems, the students can obtain knowledge, skills, methods and thoughts in the process of progressive mathematizing.