A Study On The Senior High School Students’ Function Concept Map

The function runs through the high school mathematics learning.,it not only the concepts of many,wide knowledges,rich ideas and methods,but also with set,inequality,equation,derivative and so on closely related,which is an important part of training students’ mathematics ability and forming the core mathematical accomplishment.In the process of function learning,students should achieve the overall understanding of knowledge,which can lead to the gradually improve ability of mathematical abstraction,mathematical modeling,logical reasoning,visual imagination and mathematical computing.We need to know whether the students get an overall understanding of function knowledge? In order to promote students’ understanding of knowledge,how can we improve the teaching of function? These problems need to be solved.Concept maps as a tool to organize and represent knowledge,which can visually present the knowledge in the minds of students.Using the concept map tools,teachers can understand the characteristics of the students’ function knowledge learning,get the useful information of the students’ content and organization of the function knowledge so as to guide and help the students to learn.The research methods include literature review,questionnaire survey,interview and test.Firstly,the knowledge of concept map is introduced,and the related results of concept map used for evaluation are reviewed.After that,take the second and third grade students of GY school in Kunming as the research object,through the questionnaire survey and interview,we can understand the information of students’ mathematical knowledge and the understanding of the concept map,according to the results of questionnaire and interview,the students will be trained in concept map;Finally,the paper makes qualitative and quantitative analysis of the function concept maps drawn by the students.On the aspect of qualitative analysis,the paper mainly analyzes the structural characteristics of the students’ function concept maps and the key element characteristics of the students’ function concept map.In terms of quantity: a comparative analysist of student function concept maps and standard function map,the difference analysis of different students’ function concept maps,the difference analysis of different students’ learning level function concept maps,the difference analysis of different grade students’ function concept maps.The main conclusions are as follows:(1)Students’ function concept maps into a radial structure;(2)Students can extract less knowledge in the minds.In the nodes,cross connections,effective connectives and examples,the ratio of the senior grade two students’ concept maps and the standard concept map are 52.21%,20.54%,50.02%,33.21% respectively,the senior grade three students’ ratio are 67.95%,32.16%,60.64%,51.98% respectively;(3)Different gender students show different ways of mathematical knowledge.Boys like to form a combination of knowledge,girls prefer mathematical expressions;(4)There are significant differences in the function concept of students with different level of education.The results of Mann Whityney U test using two independent samples showed that students with high level of education and low level of education,the second grade students’ significant levels of the total number of cross connections and the total number of instances are 0.014,0.043 respectively,greater than 0.01 less than 0.05,reach a significant level,on the total number of valid connectives,the significant level is 0.004,less than 0.01,the difference is very significant,the grade three students’ the significance level is 0.007,0.007,0.009 respectively,less than 0.01,the difference is very significant,and for the students of the high level of education and middle level of education,the grade two and grade three students the significant levels of effective connectives are 0.040,0.023,greater than 0.01 less than 0.05,there are significant differences;(5)There are significant differences between different grade students’ function concept maps,consistent with the findings of Markham et al.Two independent samples test results showed that function concept maps of the grade two and grade three students the significant levels of the nodes,effective connectives and examples are: 0.000,0.016,0.009,0.004 respectively,less than 0.01,the difference is very significant,on the cross connections,the significant levels was 0.016,greater than 0.01 less than 0.05,reach a significant level.This innovation is students use C technology to draw function concept maps and the cross-link is used as a test element.