Evaluation Of Functional Understanding Level Of Tenth Graders Based On The SOLO Taxonomy

The part of the function plays an important role in the middle mathematics education stage.The nature of the function is very important for students to understand many different functions.Therefore,it is of great significance for teachers to study the degree of students' understanding of the nature of the function.Traditional learning evaluation focuses on quantitative evaluation and lacks quality evaluation,so the evaluation of students is one-sided,while the SOLO taxonomy focuses on quality evaluation,which can make up for the shortcomings of traditional evaluation methods.Therefore,the content of this study mainly includes three aspects:first,using the SOLO taxonomy as the guiding theory for the study,establishing evaluation standards for understanding the level of functional properties,compiling test papers,and investigating 201 high school students from different schools and the same grade;and then according to the student's answering process qualitatively evaluates the students 'level of understanding of the nature of the function,analyzes the current status of the students' understanding of the nature of the function,finds problems,and puts forward corresponding teaching suggestions for the problems.There are the main conclusions which we gained in the study.1.The level of understanding of high school students on the nature of functions:(1)From the overall test,students have the highest level of understanding of function parity,followed by function monotony,function monotony+function parity,function monotony+function symmetry these three dimensions.In each of these four dimensions,more than 70%of students have achieved level 3 and above.(2)For municipal key schools,students do not have a good grasp of the content of the function monotony+function symmetry,and the proportion of students who reach level 3 and above is only about 70%.(3)From the perspective of gender,boys and girls have no difference in understanding levels of function monotony,function parity,function monotony+function parity,function monotony+function symmetry,which explains the function the level of understanding of nature has nothing to do with student gender.(4)From the perspective of the class,under the condition that the students 'foundation is the same and the teachers are unchanged,the overall level of understanding of the function of the students is not much different.Only in the dimension of the function monotonicity and the function symmetry,the students'understanding level is greatly different.;under the condition that the students 'foundation is the same,and the teacher changes(the teacher's teaching level is inconsistent),the students' level of understanding of the nature of the function varies greatly.(5)From the perspective of correlation,there is a strong correlation between students 'understanding of function monotony and students' understanding of function parity,students 'understanding of function monotony+function parity;students' understanding of function parity.There is a strong correlation between the level of understanding and the students' understanding of the function monotonicity+function parity;the students' understanding of the function monotonicity+function symmetry and the students' understanding of other dimensions of the function's nature strong correlation.2.There are some factors affecting students' level of understanding of functional properties.(1)Students don't totally understand mathematical concepts.(2)Students don't know some mathematical thinking methods.(3)Impact of teacher teaching(4)Mastery of functional properties as a whole(5)Student adaptability and learning habits(6)the influence of mathematics textbooks.3.Based on the SOLO taxonomy,we have some suggestions to improve these problems.(1)the explanation of the concepts of monotonicity and parity of the function(2)the interpretation of the knowledge about the symmetry of the function(3)mathematics textbook compilation(4)the evaluation of the emphasis on the quality of student learning(5)infiltration of mathematical ideas and methods(6)the cultivation of student learning habits.