Research On The Application Of The Combination Of Number And Shape In The Function Learning Of Junior Middle School

Mathematical thoughts are widely used in middle school mathematics.China's“Full-time Compulsory Education Mathematics Curriculum Standards(Experimental Draft)” incorporates “mathematical thoughts” into the overall goal of the curriculum.The combination of numbers and shapes is one of the most important mathematical thoughts.The combination of numbers and shapes is very beneficial for training students' flexibility and broadness of thinking.The function occupies a large score in the mathematics of the senior high school entrance examination and involves more knowledge about the function.With the deepening of the curriculum reform,the background of the function question is new,and a large number of innovative questions and inquiry questions have appeared.In addition,the content of the function is abstract The characteristics of junior high school students are not high,which makes junior high school students have a certain degree of difficulty in mastering the knowledge of functions.Functions are an important conversion stage from intuitive to abstract,and do a good job in the application of the combination of numbers and shapes in junior high school functions.The formation of students' innovative thinking puts the quality education ideas in the new curriculum reform into effect,it is necessary to combine the two for research.The basis of this article is the content of junior high school mathematics functions.The core idea is the idea of combining numbers with shapes.The basis is cognitive development theory and representation theory.The research tools are questionnaires,test papers,and interviews.Microsoft excel 2017 and SPSS 25.0 are used as analytical tools.The paired sample t test method was used to analyze the test volume data.First,thisarticle summarizes the infiltration of the combination of numbers and shapes into the function content of textbooks,and analyzes the role of the combination of numbers and shapes in the textbook function.Then,a questionnaire survey was conducted on the students,mainly to analyze the cognition and attitude of the third grade students on the combination of numbers and shapes;During the teacher's teaching process,the teacher's infiltration or emphasis on the combination of numbers and shapes;In the course of students' questions,the application and effect of the combination of logarithm and shape.Secondly,the students are tested and analyzed with the unified preparation of test papers A and B.Test paper A and test paper B,test paper B is a test paper that matches the test paper A in a situation where a combination of numbers and figures is provided.Use test papers to check whether students 'performance has improved in the combination of numbers and figures.Finally,interview students according to the problem-solving conditions of questions 9 and 10 in the test paper,and understand their ideas for problem-solving and ideas about the combination of numbers and shapes through communication with students.Combined with the analysis of the teaching materials,as well as the analysis of the questionnaires and test paper results and interviews,the following three conclusions are drawn:(1)students have a weak grasp of function images and properties;(2)students prefer algebraic methods;(3)Students lack mastery of function synthesis.Finally,based on the analysis of the teaching materials,questionnaires,test paper results and interviews,three suggestions for teaching were put forward:(1)strengthen students 'grasp of function images and properties;(2)cultivate students' ability to perceive graphics;(3)strengthen the ability to apply functional synthesis problems.