The Research On Cognitive Tool Design Of Secondary School Mathematics Based On Mathematical Knowledge Classification

In primary and secondary education, mathematics education as an important part of promoting the overall development of students education has become an important educational reform concerns. Mathematics education aims at not only making students master mathematical knowledge and skills, thus to cultivate scientific reasoning and creative thinking ability, but also taking full account of individual differences of students. Depending on the different cognitive characteristics of different students, targeted, personalized teaching and guidance is carried out.In recent years, with the rapid development of information technology, how to use information technology to promote students’ mathematics learning has become the focus of attention of many researchers. At present, mathematics learning methods with the help of information technology to promote mathematical learning generally include: teaching micro video, education APP, mathematics intelligent tutoring system, as well as mathematics courseware, etc..These methods have promoted the development of students’ mathematical ability to a certain extent, but there are some problems, such as poor interaction, which is lack of support for students’ self exploration and hypothesis testing. To support students’ self exploration and hypothesis testing is an important link in the process of mathematics learning, and it is the key to improve students’ ability of thinking, cognition and space.Based on related research results of the mathematics teaching and mathematics learning psychology, we found that different types of knowledge with different characteristics and psychological processes of learning. Then combined with our country junior high school mathematics curriculum standard, the knowledge classification of mathematics education more suitable for China are put forward. And the design strategies of the mathematics cognitive tools are presented according to different types of mathematical knowledge to support the students’ mathematical learning process of self exploration and hypothesis testing. This thesis is expected to provide theoretical guidance for the design of cognitive tools in middle school mathematics.The research content of this paper mainly includes the following parts:Firstly, the paper used literature research methods, based on and under the guidance of mathematical learning psychology and relevant theory of mathematics education, according to the analysis of characteristics of knowledge, mathematics learning psychology and learning disabilities, comparing with the junior high school mathematics curriculum standards, the mathematical knowledge classification of mathematics education more suitable for China are put forward.;Secondly, in accordance with the analysis of characteristics of knowledge and psychological barriers of mathematics learning of new classification standards, the design method summarized and design strategies formed. And through analysis of domestic and international examples of some mathematical cognitive tools,it describes how to use this design strategy to design cognitive tools;Thirdly, we developed cognitive tools in accordance with the summary of the design strategies, and by designing experiments to verify the impact of cognitive tools on student achievement. The results show that the cognitive tools can improve students’ performance, and show some positive correlation. Learners also have a certain degree of satisfaction and interest using design strategies developed cognitive tools.