High School Mathematics Mental Processes Of Conceptual Change Research

All mathematical concepts are derived mathematical theorem, logic-based rules,but also the foundation for students to understand, plays an important role in learningand teaching mathematics.The students learn math concepts during not empty hishead into the classroom, but have their own daily lives and concepts related to mathconcepts previously learned,These will have an impact on the new concept will belearning,How to guide students to the front of the original concept into a properprocess for new mathematical concepts both mathematical concepts change. Foreignresearch on the "conceptual change" in the1970s has already begun, But the study ofthe theory of conceptual change from the1990s, has only just begun, and not deepenough, the lack of systematic and lack of theoretical and practical study of specificdisciplines combined.Given this situation, I chose "conceptual change" as a researchtopic,And mathematical concepts combined with the current high school students tolearn in-depth study of high school math concepts into mental processes, and thus thecurrent teaching high school math concepts are given advice and guidance.Research methods such as interviewing method, verbal report method and testmethod are adopted in this paper.Research order of this paper:First, the first of the current research on thetransformation of mathematical concepts were reviewed.Through review and analysisof the current lack of focus on research related to mathematical concepts change,Thendescribes the problems of this study, the significance and the main research methodused-verbal report method.Second, the analysis of the previous understanding of theconcept and the former view, given its characteristics as defined herein before mathconcepts.And then gives the relevant theoretical concepts change, and high schoolmath concepts were analyzed, the definition of high school math concepts,characteristics and teaching requirements.Third, the use of oral reports, interviews andtest method are combined for high school students conducted a survey after surveyresults were collated and analyzed,Summed up the characteristics of high school math concepts and process change, given the current internal psychological process modelhigh school math concepts change.Fourth, according to the changes in thecharacteristics of high school math concepts and mental models made a number ofteaching suggestions.The conclusions drawn in this paper:1, the shift is a high school math conceptsto produce cognitive conflict and resolve cognitive conflict, proactive cognitivechange, enrich their knowledge structure and the process of launching a new conceptof analogy on the basis of the concept on the front.2, when the new math concepts infront of the students, the students will actively mobilize their original concept beforethe associated drawings and concepts and new concepts before comparing producecognitive conflict, the original concept of a strong dissatisfaction.In order to realizetheir lack of cognitive structure, resulting in motivation,Proactive call theirmetacognitive analyzes to define new concepts, features in the meta-cognitive effects,which means that the methods and examples.If the student’s own concept of the stateis high, then the students to solve cognitive conflict, to complete conceptual change.Ifa student’s concept of the state is low, you can not complete conceptual change.Finally, according to the findings given to promote high school mathematicsteaching methods and conceptual change process:1, teachers should do the teachingmission and goals careful analysis, to prepare work for conceptual change.2, urge andencourage students to think, hard to arouse students’ cognitive conflict, teachers play aleading role.3, according to the process of transformation of mathematical concepts,reinforce the concept of changing the center of gravity.4, the use of new concepts andpre-conceptual link between the rich cognitive structure of high school students.Andput forward the basic mathematical concepts required to promote the transition ofhigh school students:1, teachers should conduct investigation and analysis, to detectstudents’ cognitive structure, students grasp the concept before.2, teachers creation ofproblem situations, lead to students’ cognitive conflict, will introduce students to thelearning task.3, the analysis of the concept of students before, using a variety ofmethods to solve students’ cognitive conflict.4, the attention to the links between theconcepts to guide students to adjust or construct new conceptual framework to realize the concept of networking.5, teachers must lead the students to reflect on the wholeconcept of transition.6, teachers should change the situation of mathematical conceptsstudents should give timely evaluation.