A Study On The Effect Of Participatory Silence On Students’ Mathematical Thinking

With the deepening of education and teaching reform and the continuous development of education and teaching research,the value of silence has been seen by more people.Silence is also a way for students to participate in the classroom,and existing studies have shown that participatory silence has a positive connection with students’ thinking and emotion.Based on this,from the perspective of theory and practice,this paper discusses how the silent performance of teachers and students in mathematics class? How to understand participatory silence in math class? What factors are affected by the students’ silence? What is the connection between participation and silence with students’ mathematics thinking? The solution of these problems will have positive significance for mathematics educators to know and understand classroom silence.Participatory silence refers to the state in which teachers and students remain silent in class,but their cognition,behavior and emotion are actively involved in classroom teaching and learning.In order to explore the relationship between participatory silence and mathematical thinking,this study takes a middle school in Nanchang City as the research object,uses classroom observation method and questionnaire survey to record and analyze the teaching video of three first-grade mathematics teachers in class,and investigates the classroom silence level,participatory silence level,classroom silence factors and mathematical thinking level of students in these three classes.The following conclusions are reached:(1)There are differences in classroom silence performance among different teachers;In the way of triggering silence,"direct questioning" appeared the most frequently,while "inquiry activities" and "exercise training" lasted longer.(2)Participative silence in math class can be divided into listening silence,inquiry silence and reflective silence according to different situations,and participative silence is often emotional,individual and thinking.(3)Overall,students’ classroom silence is at a medium level,but the level of participation silence is lower.Students in different classes have significant differences in the level of classroom silence and participation silence.Students of different genders have significant differences in the level of participation silence,and girls have higher levels of participation silence.(4)Students’ personality,learning habits,teacher-student relationship and classroom atmosphere have great influence on students’ silence in class,while subject interest and cultural concepts have little influence.(5)The overall level of mathematical thinking of students is above average.In the sub-dimension of mathematical thinking,the level of image thinking is the highest and the level of creative thinking is the lowest.Students of different classes and genders have significant differences in individual sub-dimensions of mathematical thinking.(6)From the correlation point of view,there is a significant positive correlation between students’ participation silence level and mathematical thinking level,as well as between mathematical thinking level and math scores.Moreover,the three subdimensions of participatory silence also have significant influence on students’ mathematical thinking.Based on the above results,from the perspective of participatory silence,corresponding teaching suggestions are put forward to promote the improvement of teachers’ teaching quality and the development of students’ mathematical thinking.