The Case Research Of The Mathematics Activity Experience

Mathematics activity experience is an important content of the !Mathematics Curriculum Standard of Compulsory Education(2011)".Mathematics activity experience is put forward, reflecting the mathematics education is no longer only concerned about the teaching of mathematics knowledge, learning process and emotional experience in the class has also become the focus of attention. Mathematics activity experience can help students to understand mathematical knowledge, develop students’ abstract thinking, cultivate innovative ability and forming wisdom. Although most scholars have recognized the importance of mathematics activity experience, but because of the emergence of it is not long, its theoretical research and practical research is still relatively weak. In the actual classroom teaching, teachers’ understanding of mathematics activity experience is a little fuzzy, and lack of appropriate teaching methods. Therefore, based on the appeal of theory and reality, this study takes the Pythagorean theorem as a case, exploring the influencing factors of mathematics activity experience, and putting forward the teaching suggestions.This study is mainly carried out from the following five parts:Chapter one, the introduction. By using the literature method, this study generalizes and analyzes relevant study on mathematics activity experience, experiential learning and activity theory. On the basis of the existing research, the research questions and the research framework are determined.Chapter two, the connotation of mathematics activity experience. Defining the connotation and characteristics of mathematics activity experience, analyzing the forming conditions and exploring its processes and levels.Chapter three, the design of the mathematics activities experience research tools. Determining the research dimension, designing the classroom observation table and interview outline based on the existing research results.Chapter four, a teaching case study of the Pythagorean theorem. There is one teacher whoChapter four, a teaching case study of the Pythagorean theorem. There is one teacher who teaches the Pythagorean theorem in the Class A and Class B. By analyzing the teaching process and the classroom observation table, exploring the forming and influencing factors about the mathematics activities experience.Chapter five, Conclusions and Suggestion. The conclusions of this study include the following aspects: First, The effective participation of learners is the guarantee for the formation of mathematics activity experience, the degree of participation has an impact on the quality and quantity, and the interest of interactive environment affects the enthusiasm of learners’ participation. Second, teachers’ guidance has a guiding role in the formation of mathematics activity experience. The help and the effective classroom-questioning influence the formation of experience mathematical activity experience. Third, reflections are the tools and content of the mathematics activities experience. High level mathematics activity experience is nurtured in the reflections, and reflections is the content of the mathematics activities experience. Fourth, the integration of inquiry process promotes the formation of high level mathematics activity experience. High level mathematics activity experience is continuous, the lack of process will make the summary of the experience fragmentation. Based on the research results, puts forward some teaching suggestions: first, for learners to build a platform for effective participation; second, teachers should improve the guide ability of students$ thinking ability; third, teachers should strengthen the understanding to the essence of mathematics activity experience; fourth, improve mathematics activity experience levels.This study selected only the Pythagorean theorem of graph and geometry as the research object, not on the other stage of study and other areas of mathematical knowledge such as number and algebra, statistics and probability, comprehensive and practical. Therefore, the research has some limitations, further research and thinking also need to study on other schools and other mathematical knowledge.