Research On The Status Quo Of Mathematics Written Language Register Ability Level Of Second-year High School Students

Mathematics written language register ability is one of the comprehensive manifestations of the core literacy of mathematics.Through the written language register of mathematics,students can acquire mathematical knowledge,present mathematical thinking,use the learning gains,and reflect on the puzzles of learning.The written language register activities of mathematics run through the entire process of mathematics learning.It is of great value and positive significance to explore the current situation and influencing factors of the mathematics written language register ability of second-year high school students.This article focuses on two questions: “What is the status quo of the written language expression ability of second-year high school students in mathematics?” and“What are the influencing factors of the written language register ability of second-year high school students in mathematics?”.By referring to the German mathematics expression ability level evaluation model,the mathematics written language register ability level evaluation framework is constructed.Taking 307 second-year high school students and 12 first-line mathematics teachers from two high schools in Gansu Province as the research objects,taking the expression in the learning of “Trigonometric Function and Triangular Solution” as an example,use literature research method,test method,questionnaire method and interview method to conduct research on these two questions.Learn about the current situation of second-year high school students' mathematics written language register ability through investigation and analysis:(1)The level of mathematics written language register ability of senior two students is at level two,and is in the lower range of level two,and there is a moderate positive correlation between the test scores of mathematics written language register ability and the usual mathematics scores;(2)The three specific performance levels of the mathematics written language expression ability of second-year high school students are uneven.Among them,the development of mathematics symbol language register ability is the best,followed by mathematics graph language register ability,and the most unsatisfactory is mathematics writing language register ability;(3)The mathematics written language register level of the provincial model second-year high school students was significantly higher than that of the municipal model second-year high school students,and the mathematics written language register level of the science students was significantly higher than that of the liberal arts students;the science students' mathematics chart language register ability The level of language register in mathematics and signs is significantly higher than that of liberal arts students,and the level of language expression ability of girls in math charts is significantly lower than that of boys;There is no significant difference in the level of language expression in mathematics between liberal arts students and science students,boys and girls;(4)Students' internal factors are the fundamental reason for determining the level of written language register in mathematics.The basic knowledge of mathematics of students is very important;(5)Teachers' teaching quality and parents' educational background are important factors that affect students' mathematics written language expression ability.Based on the above research conclusions,the following suggestions are made:(1)Students should establish a correct view of mathematical expression,strengthen reading comprehension skills,independently complete written expression assignments and mathematical reflections,and try written expressions that have multiple solutions to one problem;(2)On the basis of creating a free and comfortable environment for written expression,teachers implement a five-step strategy of “proposition-blackboard presentation-teaching-writing-evaluation”;(3)Parents should rationally treat students' mathematics learning and actively guide students' written expressions of mathematics.