Experimental Study On The Cognitive Structure Of Mathematics In High School Students

At present, along with the rapid development of the cause of education, high school students mathematics study more and more get the attention of parents, teachers and the school. On the one hand it is due to the mathematics is one of the compulsory specialized courses of the college entrance examination, and accounts for a large proportion of scores; On the other hand, there is a growing recognition of the theory that mathematics is the foundation of all disciplines, and life is inseparable from mathematics. Most scholars believe that helping students construct good mathematical cognitive structure is not only beneficial to improve the learning efficiency, but also make students master learning methods, to prepare for learning other subjects..Therefore, mathematical cognitive structure plays an important role in the high school mathematics learning. Students’ mathematical cognitive structure more perfect, the learning ability of comprehension, migration, the ability to characterize the problem and explore issues stronger. This requires mathematics teachers to carry out teaching for the purpose of helping students construct good mathematical cognitive structure. Teachers must understand students’ original cognitive structure, and then carry out targeted teaching. Through the improvement of the teaching design to help students construct good math cognitive structure. The present study is discussed based on these.Firstly, this paper expounds the research status of mathematics cognitive structure,the theory of cognitive structure and CPFS structure theory. On this basis, this paper discusses the importance of mathematical cognitive structure of students’ mathematics learning, and the way to help students construct good mathematical cognitive structure.Then, the third chapter explores the main factors influencing the students’ mathematical cognitive structure. Through the questionnaire, understand the main reason for decreased academic performance of students; by comparing students’ grades understanding their original cognitive structure; through classroom observation and communication with students to know the reason why there are differences in students’ cognitive structure. These provide a theoretical basis for how to help students construct good mathematical cognitive structure in the next chapter. The fourth chapter mainly investigated a high school student’s mathematical cognitive structure. Through the implementation of "teaching design based on the CPFS structure”, comparing thestudents’ academic performance before and after the experiment, and then comes to the conclusion. Namely carrying out effective mathematics teaching design of CPFS structure will play a positive role to student’s mathematics cognitive structure. The last part is the summarization of the related conclusions of this paper.