A Survey Of Mathematical Language Conversion Ability Of Senior High School Students

Mathematical concepts,definitions,theorems are expressed in mathematical language,and most of the concepts,definitions,theorem will be expressed in three mathematical languages.Teachers in the classroom need to communicate in mathematical language,students solve the problem is the process of mathematical language conversion,so the mathematical language conversion in mathematics learning is essential.Students solve the problem in the process,do not understand the subject of the reasons often do not understand the corresponding mathematical language or will not be the corresponding mathematical language conversion.As the high school mathematics knowledge points increase,the teacher mathematics language is not standardized,the teacher lacks the training ability of the students 'mathematics language conversion ability,causes the students' mathematics language conversion ability to be low.Based on the theory of SOLO classification,this paper investigates the level of mathematics language conversion ability of high school students,and studies the mathematics language conversion ability in the first middle school of Yuxi City as the research object.Using the literature method,survey method,interview method and classroom observation method as the research tool,mainly study the following three questions: high school students of mathematics language conversion ability level What are the factors that affect the ability of math language conversion in high school students? How to develop students' math language conversion ability?The following conclusions can be drawn from the survey: Generally speaking,the level of math language conversion ability of high school students is not high.In the six first-level dimensions,the students' ability to convert the graphic language into symbolic language is the best,followed by the text language and symbol The ability to exchange language;the conversion of students' language into graphic language,the ability of symbolic language to transform into graphic language is the worst;boys and girls do not show significant differences in math language conversion ability in each dimension;sophomore The language conversion ability in each dimension is higher than that of the first year.There are five dimensions of sophomore language conversion ability higher than the first grade more than 10 percentage points.There is a positive correlation between students 'math language conversion ability and students' math scores.Explain that improving students 'math language conversion ability can improve students' math scores.Based on the above conclusions,this paper will analyze the factors that affect the level of mathematics language conversion ability of high school students in combination with the characteristics of mathematics,the teaching methods of teachers and the learning habits of senior high school students,and put forward three teaching strategies.Three typical teaching case design,so that the first-line mathematics teacher reference and reference.