An Applied Study Of The Strategy Of More Thinking And Less Calculation

The development of mathematical thinking ability is the core of mathematics education. Thus, students’ mathematical thinking ability should be highly valued in mathematics education. Nowadays the level of thinking of students is attached with more importance in college entrance examination. Therefore, the idea of More Thinking and Less Calculation has become a trend in proposition of college entrance mathematic examination. And more and more experts and teachers devote themselves to the applied study of the strategy of More Thinking and Less Calculation.The characteristics of mathematical questions in college entrance examination contribute to its own unique ways of problem-solving. This thesis first surveys the mathematical problem-solving situation of current high school students, and investigates their level of problem-solving. Then the strategy of mathematical problem-solving will be discussed to set the theoretical foundations for this thesis. Through probing into three main mathematical question types in college entrance examination one by one, the author focuses on how to think more and calculate less to solve mathematical problems quickly in a limited time. Combined with the analysis of some specific examples of mathematical questions in college entrance examination, the insights of the development of students’mathematical thinking ability will be also put forth.In order to better study mathematics questions of college entrance examination, the author bases on the research of problem solving and combines with her own learning and practice to theoretically explore those mathematics questions with the principle and strategy of More Thinking and Less Calculation. Besides. Through the previous research, the author also finds that in the process of test solution the diversity of mathematical problem-solving methods sometimes results in the ignorance of targets of mathematics questions. As a result, the presupposing target and the close relation between proposition and problem-solving should be paid particular attention to in college entrance examination. In the end, the author compares mathematical examples to give the presupposing strategies for mathematics questions attached with the idea of More Thinking and Less Calculation, and hope that it is of great help for the research of fellow teachers.