Learning Investigation And Teaching Countermeasure Of High School Student In Questions’ Solution Of Derivative

Mathematical“solution of question”has been one of the centraltopics attracting the attention of International mathematicalcircle, as well as the focal point mathematical teaching andpractice. Derivative belongs to teaching contents listed insenior-school courses, especially optional courses as theworldwide direction, by nations all around the world.Thesequestions such as regular features on“questions′solution ofderivative”,location of derivative courses, option of teachingcontents, teaching strategies confirmation and how to cultivatemathematical thoughts of high levels, are focused by mathematicaleducation workers at home and abroad. The researchers related toderivative questions pay more attention to its theory instead ofempirical evidences. Hence it’s essential and feasible to make anempirical research on teaching and learning of derivative.It is urgent that the new curriculum reform with the controversyof teaching derivative but abandoning limits adopts reasonableteaching strategy to effectively organize teaching for newcontents.In this paper, we adopt the method combining empiricalresearch with isotropy analysis to investigate the derivativelearning of students. Our work has the following features: weconstruct the test tool for“questions′solution of derivative”; we make use of SOLO classification principle to evaluate“questions′solution of derivative” and build the hierarchical model forit; we apply statistical methods to the analysis of “questions′solution of derivative”and search for the characteristics ofsolving derivative problems. This paper aims to reveal the regularpattern and characteristics in order to provide a new developmentdirection and perspective for the study and teaching of calculusand theoretical and practical supports for the new curriculumreform.This paper has the following main conclusions:1. The general rules that students treat “questions′solution of derivative” with(1) the cognition of derivative questions among studentspresent the certain unbalance as a whole.(2) the cognition of derivative questions among students notnecessarily increase as the age.(3) the development of thought between boys and girls in theprogress of learning derivative present the unbalance.(4) the students’consequence on learning derivative presentthe unbalance.2.the basic features on “questions′solution of derivative”among students (1) one-sidedness of concept iamge.(2) misplacement of signing approach(3) weakness of the cognition of figuresAccording to the general rules and features on “questions′solution of derivative”, this paper proposes some constructivesuggestions with respective to curriculum researcher and frontlineteachers and senior high school students.