Investigation And Research On The Understanding Of The Function Concept Of Senior High School Students

The concept of function has gone through a long process from generation to development.It has been widely used in physics,chemistry,science and technology,etc.,and its continuous improvement is of great significance to the development of mathematics itself.As an important concept in high school mathematics,the concept of function is closely related to the knowledge of derivatives,inequalities and sequence of Numbers and plays a positive role in the cultivation of mathematical thinking ability.This paper attempts to use SOLO classification theory to compile an effective test paper to test students' understanding of function concepts,and analyze the reasons that affect senior three students' understanding of function concepts by combining test and interview.The traditional learning evaluation system mainly focuses on the evaluation results through the examination-oriented quantitative form.However,SOLO classification theory pays more attention to the evaluation of students' learning quality.In this paper,the relevant literature of SOLO classification evaluation theory and function concept was firstly reviewed.The test paper was designed by analyzing the examination situation of function concept of national college entrance examination in various provinces and cities through statistical methods.Some problems were found in the prediction test,and the final test paper was formed after adjustment.This paper is carried out in the form of test-based interviews,and a set of test papers is prepared from the three dimensions of function concept,function representation method and comprehensive application of function,so as to examine the understanding of function concept by senior three students.According to the result of test,in every paper each level select a student to understand the interview,understand the different levels of understanding students to the confusion of the concept of function and learning habits at ordinary times,and the four teaching experience,experience different teacher interviews,to understand their usual teaching habits and ask some advice from them.Through research,the following conclusions are obtained:1.The third-year students' understanding of the knowledge of each part of the function concept is not balanced.The level of understanding of the function representation method is relatively high.Most of the students are at the level of association structure and abstract development level.The degree of understanding of the three elements of the function is also relatively high,and most of the students are also at the level of the associated structure,but the number of students at the level of abstract development is relatively small.The level of comprehensive application of functional concepts is relatively low,and most students focus on multi-level structural levels and associated structural levels.2.The third-year students' understanding of the concept of function has differences between classes.The study found that the students in the key high school key classes have a good overall understanding of the function concept.The three functions of the function concept and the understanding of the function representation method mainly focus on the abstract expansion.The level of structure,the comprehensive application level of function concept is also concentrated on the level of relevance structure;the students of the key high school parallel class have a lower level of understanding of the function concept,and the understanding of the function concept three elements and the function representation method mainly focuses on the level of the association structure.The comprehensive application level of function concept mainly focuses on the multi-point structure level;while the average high school students have a slightly lower level of understanding of the function concept,and the overall level is at the multi-point structure level.3.The difficulties of students learning the concept of function mainly include: the reason of the function concept itself,and the reasons of the student side itself,and the reasons of the teacher.Finally,based on the research conclusions of this paper,some suggestions for reference are given.