Thinking Of Mathematization And Its Realization In Thmiddle School Mathematics Classroom Teaching

Based on the basic contradiction of mathematics education, Thinking of Mathematization is a thought of mathematics education to guide the process of mathematics knowledge’s re-creation which help students complete the organization of mathematics experience and the logical organization of the material materials math,neither some mathematical examples simple superimposed on the general educational or psychological foundation, more than simple indoctrination inherent mathematical system. In the mathematical classroom teaching organized by the thinking of mathematization, not only showing concern for the nature of mathematics, but also to ensure that the fit with the laws of education. This paper has a talking about thinking of mathematization and its realization in the middle school mathematics classroom teaching, hoping to help the teachers to achieve an accurate understanding of the mathematics curriculum standards, the creation of actual teaching, provide a reference implementation.Firstly, from the starting traceable mathematical thinking, the basic concept of mathematical analysis to explore ideas, improve the level of mathematical theory. Thus found that the level of mathematical and cognitive characteristics and choreography law student math courses to maintain a high degree of consistency. Mathematical thinking in achieving high school mathematics teaching requires attention throughout the implementation process mathematical process.Next, the level of mathematical theories, from the study of two dimensions conduct training and teaching students math ability to achieve mathematical thinking in classroom teaching in secondary schools were analyzed context. Thus architecture from "Situation Level- Abstraction- Creation of Situation", "Referential Level- Model-Meaning Construction", "General Level- Language Transformation- Induction Refining", "Formal Level- Symbolic Computation- Demonstration Supervision" ofmathematics transverse vein "Situation- Referential – General- ??Formal," the gradual process of mathematical realization based on mathematical longitudinal context of implementation, as well as.Finally, in order to realize the context of mathematical analysis, based on reflected from the mathematical level, students mathematical ability, examining three dimensions of teaching behavior of a section of the Pythagorean theorem lesson instructional design and instructional Record for analysis. Furthermore, the results of the four key attention point math in high school mathematics teaching of effective implementation: a correct understanding of mathematics and its level of features, understand mathematical knowledge in mathematical system in which the entire position, dig in maths realistic,creative understanding and use of materials.