A Comparative Study On Different Types Of Middle School Mathematics Teachers' Teaching Process In The Mathematics Argumentation Horizon

In recent years,the mathematics class teaching has been paid more and more attention by mathematics education workers.In order to understand the teacher's classroom teaching,explore the characteristics of classroom teaching between novice teachers,proficient teachers and the expert teachers,promote the mathematics teachers' professional development,we choose the high quality class contest and the training in a given area,Gansu province the criticism lesson two example,respectively by different types of teachers of mathematics lesson with heterogeneous on the same lesson.The study adopts the video analysis method to analyze the six lessons from the perspective of the concrete and the whole.Using the Toulmin argument pattern,the classroom teaching process of different types of teachers is analyzed from the three aspects of mathematical argument characteristics,mathematical argument quality and the pattern of argument.The study found that in terms of the pattern of argumentation:1.Different types of teachers pay attention to the creation of classroom teaching scenarios,which can inspire students to make a conjecture.The proportion of student's conjecture in the classroom of novice teachers was 62.5%.The proportion of student's conjecture in the classroom of proficient teachers was 50.0%.The proportion of student's conjecture in the classroom of expert teachers was 40.0%.2.Different types of teachers encourage students to use evidence to support his conjecture,different types of teacher's class,the teacher's guide to the student can produce evidence to support the conjecture play a key role.3.Different types of teachers advocate that students should reasonably question other people's assumptions and use evidence to refute others' assumptions,so that the conjecture in the argument process is closer to the mathematical essence.The proportion of student's rebuttal in the classroom of novice teachers was31.8%,The proportion of student's rebuttal in the classroom of proficient teachers was28.6%,The proportion of student's rebuttal in the classroom of expert teachers was36%.There have been many rebuttals in the classroom of proficient teachers and expert teachers.4.The novice teachers are good at creating key questions and correcting students' argumentation.Revise the student's language expression about argument.5.Proficient teachers are good at setting clear classroom structure to help students construct and perfect the knowledge system;6.Expert teachers are specialized in soft knowledge and ability to strengthen students' awareness of mathematical reasoning.Recommendations: 1.Teachers should set up teaching situations in an appropriate amount to carry mathematical knowledge of the situation,so that students can gradually enter into thinking;2.Teachers should drive the classroom with questions and give students sufficient time to consider the differences in the demonstration ability of different students.3.Teachers should encourage students to speak with evidence and consolidate their understanding of knowledge;4.Teachers should encourage students to raise questions reasonably and arouse students' mathematical thinking.5.Teachers should pay attention to the process of acquiring knowledge,and cultivate and develop students' mathematical literacy.