| In this paper, the impact of mathematical representations skill to questions, in college entrance examinations papers is studied in two parts. In first part limits its impact to the series problems, the analytic geometry problems and the function-derivative comprehensive problems in the last four years after the new curriculum reform. According to the result, students’ mathematical representating skill always has such limitations as failure to understand target information in the problem solving process, missing the given information in the questions, imbalance between psychological representations and written representations as well as redundancy and omission in the symbolic representation process. The second part designs a questionnaire based on that of Dr. Deng Zhu and then ask 173 students of grade 2 in 3 classes of Changsha Experimental Middle School (including 93 boys,80 girls) to do it. The goal is to see whether the students’ mathematical representing skill has met the requirements of college entrance examination. The result is negative, so their skills have to be greatly improved.The primary factor to affect the candidates is the level of students’ mathematical representation skill. Therefore, how to improve is a major problem we are facing at this stage. With the help of studies above, some basic methods are proposed:(1) Establish a clear and stable cognitive structure; (2) improving students’ ability to apply strategic knowledge; (3) using various knowledge flexibly, and guide students to use the mathematical representation skill in an appropriate way; (4) training students’s ability to correctly understand the meaning of symbols;(5) improving the way of thinking in solving problems, and learning to how to interchange algebra problems with geometry problems; (6) training students’s habit to comprehensively use multiple representing methods. |
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