| Curriculum mathematics courses required bythe National College Entrance Examination usually cover a wide range of knowledge, but the number of questions tested in a mathematics exam is very limited. One solution to solve this problem is to impart more knowledge into one mathematics test question, so a test system based on intersection proposition is generated. This thesis studies the function questions via a view of intersection.This thesis first describes the birth and the present status of the intersection test, stating the significance and goal of this research, where literature search and case analysis are adopted to study the function test questions based on the intersection. Next, the concept of intersection is defined. Based on this definition, it provides a psychological basis for intersection to be further developed into mathematics questions. Simultaneously, the theoretical basis of the intersection is discussed, and the propositionof intersection questions is made. Using specific examples, this thesis undertakes researches on the classification of function questions based on intersection. On the one hand, the classification is undergone based on different intersection methods, consisting of knowledge piece-together intersection method, mathematical model intersection method, mathematical thinking superposition intersection method, mathematical consciousness intersection method, etc. On the other hand, given the different functionality of each mathematical function, the intersection proposition can be categorized into the one with functions as background knowledge and the one with functions as primary or secondary examination points..In summary, I conduct the above research with a hope that it promotes our understanding towards the characteristic features of this kind of intersection questions, so further advancing the professional development of our teachers, and driving researches on mathematics questions towards acommon and popular style. |
PDF Full Text Request