[01] Yueyue Jia, The School of Mathematics and Statistics, Shandong Normal University, Jinan, China. [02] Zezhong Yang, The School of Mathematics and Statistics, Shandong Normal University, Jinan, China.

The issue that how to promote the positive transfer of mathematics learning has always been the focus of research. This study reviews and summarizes the research on the promotion of positive transfer of mathematics learning in past two decades in China, and draws following conclusions: (1) The teaching suggestions and strategies for promoting the positive transfer of mathematics learning discussed in the previous research mainly focus on six aspects: teaching content, teaching situation, teaching methods and means, cultivation of basic knowledge and ability, learning interest and learning set. (2) Many of aspects has been researched quite in depth and specifically. However, there are some deficiencies, such as the research subject is only limited to teachers, the research method is single, and lack of empirical methods, the research content is limited to the transfer of knowledge and skills and does not involve the transfer of emotion and attitude. There are still blank points on how to promote the positive transfer of mathematics learning based on students' metacognition and teaching evaluation. (3) In consideration of deficiencies of previous research, future research can make breakthroughs in following aspects: The first is to study how to promote the positive transfer of learning from the perspective of students; The second is to study with various empirical methods; The third is to study how to promote the positive transfer of emotion and attitude; The fourth is to study deeply how to promote the positive transfer of mathematics learning based on metacognition and teaching evaluation.

Mathematics Learning, Positive Transfer, Mathematics Knowledge, Generalization Ability, Learning Set

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