Research On The Evaluation Of The Concept Of The Slope Of A Straight Line

In middle school mathematics teaching,conceptual teaching is an important task,and understanding of mathematical concepts is the basis for students to solve problems.Therefore,promoting conceptual understanding has become the main purpose of mathematics teaching.The study of the concept of straight line slope is the basis and important content of analytical geometry in high school.However,since the students'dialectical thinking is still at an immature stage at this stage,they have not experienced the algebra of geometric problems,so there are still some difficulties in learning the concept of the slope of a straight lineThis paper tests the senior high school students through interview papers and academic questionnaires,and interviews the teachers.The following questions are studied:First,how do the senior high school students understand the concept of straight line slope?It also contains four small questions,namely:How is the perception of the slope of the straight line in the third year of high school students?What is the representation of the slope of the straight line in the senior year?What is the connection between the senior high school students' concept of straight slope?What is the application of the concept of straight-line slope for senior students?Second,what are the difficulties and causes of the high school seniors' understanding of the concept of straight slope?Third,is the academic status of senior high school students and its understanding of the concept of straight line slope relevant?This article mainly draws on PISA's evaluation framework and evaluation content,and summarizes and constructs a conceptual evaluation framework by itself.From the four dimensions of "perception","representation(representation)","connection",and "problem solving(application)" Evaluate students' understanding of the concept of the slope of a straight line.The survey results show that(1)High school seniors' understanding of the concept of the slope of a straight line is not balanced.Most students perform well in the perception of the concept of the slope,and can better identify and explain the concept of the slope.What students are best at in the four dimensions is the representation of the slope concept.Most students are weak in combining the slope concept with related knowledge.In terms of applying concepts to solve problems,students are not good at solving problems with a combination of numbers and shapes(2)There is no gender difference in the understanding of slope concept among senior students,but the difference in the class understanding of slope concept is obvious,especially in the dimensions of concept perception and concept application.Students in key classes perform much better than students in ordinary classes(3)Through the correlation analysis of the students' final grades,learning situation and understanding of the slope concept,we find that the three are related in pairs,that is,the student's ordinary grades and learning situation will have a relationship with the slope concept.Understanding makes a difference.