A Case Study Of Middle School Mathematics Class Communication

Analysis about mathematics communication on international generally say that began in 1981, the British, after 30 years of research history, from the definition of the concept, to research the significance, the importance of mathematics communication and the major role of classroom teaching, the expression of the inner essence, seeking to the content of the mathematics exchanges and promote the exchange of mathematical methods of research, and then to theory nowadays various forms, such as information theory, information science, etc.) under the new exploration. These explore constantly enrich mathematics exchanges this new long sapling,by individual branches constantly issued a fledgling new branches.Achievements as people before, the writer consider the main mode of the contemporary study of mathematics exchanges, and combined with the special nature of mathematics, the mathematical classroom communication related to the case of the video analysis and research. The author with "mathematics teaching video, video text analysis,classroom communication, concluded that" the basic research methods to explore. In the process of inquiry learning research methods from many experts, the use of classroom observation and video analysis, section 2 of selected new teaching video type of mathematics teaching is studied; Respectively from two aspects of verbal and non-verbal,and it is concluded that the new type of teaching the general characteristics of mathematical classroom communication, the author embarks from the final research conclusion, put forward some Suggestions.Results show that the new teaching type in the mathematics classroom, two new lesson teaching and consolidate the new knowledge, verbal communication and nonverbal communication accounts for a larger proportion, and characterization of nonverbal communication has the highest frequency of use, and disclosure of the frequency of the use of non-verbal communication. But whether it is from the communication of the number of mathematical classroom communication, the relationship between the quality of communication, the communication between teachers and students or have significantly improved the communication form, but there is still need to work on. The author in view of the problems arising from the research Suggestions are given,and proposes to strengthen the "implicit" mathematics exchanges to "explicit" transformation of mathematical communication requirements. Only in this way, in order to create a really active,Shared atmosphere of mathematical classroom communication between teachers and students.