A Comparative Study Of Elementary School Famous Mathematics Teachers' Inquiry Teaching Process In The Mathematical Argumentation Horizon

Since the 1990 s, international studies of mathematics education are increasingly concerned about the classroom. In order to understand the current situation with mainland China and Taiwanese elementary school mathematics classroom teaching,This study selected from "Thousands of People and Lessons" hosted by Zhe Jiang University with two heterogeneous classes on teaching observe classes, in 2014.It is spoken by two famous mathematics teachers who come from China mainland and Taiwan,using video analysis and Toulmin's argument pattern from a comparative study of mathematical quality and pattern of argumentation of famous mathematics teacher inquiry teaching classroom.The study found that in terms of the pattern of argumentation, In the classroom of the two famous mathematics teachers, guiding role of teachers to students whether evidence supports the conjecture produced a key role.1.In the classroom of teacher in China Mainland, 77.8% of the evidence presented by teachers guided, in the classroom of teacher in Taiwan, 75% of the evidence offered by the students;2.They could use evidence to refute Others' conjecture,truth rebuttal argument can promote closer to the things.3.The stage of conclusion are generated in the service to reach a final conclusion,the number of stage conclusion in the classroom in China Mainland more than in Taiwan. 4.Teachers involved in functions divided into six species, of which 41.4% of the teachers involved in Mainland is to guide students to present evidence, Taiwan57.9% of teacher intervention is to guide students to propose new conjecture. 5.Mainland teacher pays more attention to students' mastery and application of mathematical methods, Taiwanese teacher pays more attention to the students what concepts they have learned.6. The argument quality of classroom teaching in China Mainland is higher than in Taiwan(4.2>3.6), including the correctness of evidence and completeness of constituent elements, and refute oriented score equal.Recommendation: 1. Teachers should through appropriate guidance, inspiring the student to propose reasonable mathematical conjectures.2. Teachers should leave students more time, so that the students offered evidence.3. Teachers should provide students opportunity to refute, driven by issues to cause the collision of mathematical thinking.4. Teachers should have professional ability of inquiry teaching, can play a key guiding role.5.Pay attention to students to grasp the method of mathematics,teachersshould also take into account the understanding of mathematical concepts and meaning,at the same time.