Empirical Study of Promotion of Understanding Meaning of Learning-Contents and Utilizing of Mathematics

研究表明，大多数学习者在解决数学问题时具有功能固定性。并阐明了功能固定性是数学教学中灵活思维的抑制因素。我们提出了打破函数固定性的问题。我们将通常的问题与打破函数固定性的问题进行了比较。研究结果如下。与通常的问题相比，打破函数固定性的问题使人们对数学有了许多灵活的想法和深刻的理解。如果教师讲授得当，学生就能突破功能障碍

We clarified that most learners have functional fixedness in the mathematics problem solving. And we clarified that functional fixedness is the inhibitory factor of flexible idea in mathematics instruction. We made problems of breaking out the functional fixedness. We compared the usual problem with the problems of breaking out the functional fixedness. The results are as follows. When compared with the usual problem, the problems of breaking out the functional fixedness made many flexible ideas and deep understanding for mathematics. If the teacher gives appropriate teaching, the students can break out the functional