A Study On The Correlation Between CPFS Structure And Mathematical Modeling Ability Of High School Students

With the deepening of curriculum reform,mathematical modeling,as one of the six core qualities of high school mathematics,has attracted more and more attention.Therefore,the cultivation of mathematical modeling ability has become the focus of current mathematics education researchers.The extensive application of mathematic s is based on students’ profound understanding of the knowledge they have learned.Individual CPFS structure is an excellent mathematical cognitive structure and a prerequisite for solving problems with mathematical knowledge.In this paper,taking the function learning which involves many mathematical modeling processes in senior high school as an example,the correlation between individual CPFS structure and mathematical modeling ability is studied.In this study,the students of Grade Two and Grade Three are taken as the research objects,and the function module is taken as an example to explore the correlation between individual CPFS structure and mathematical modeling ability.First of all,by sorting out and analyzing the literature,we can understand the research status of CPFS structure and mathematical modeling ability and their relationship at home and abroad.According to the relevant research,the CPFS test paper and the modeling ability test paper are compiled.After statistics and analysis,the following conclusions are drawn.First,students’ CPFS structure is generally at a medium level,and there is no obvious difference between boys and girls,but there are significant differences between different grades.The CPFS structure of senior three students is better than that of senior two students.Secondly,students’ mathematical modeling ability is average,followed by most students in Level 3 and Level 2,and there is no obvious difference in mathematical modeling ability between men and women.The overall mathematical modeling ability of senior three students is higher than that of senior two students.Third,there is a positive correlation between CPFS structure and mathematical modeling ability of senior high school students,and there are significant differences in mathematical modeling ability corresponding to different CPFS groups.Fourthly,there is no significant difference in mathematical modeling ability between male and female students in different CPFS groups.Among different CPFS groups,there are significant differences in mathematical modeling ability between senior two and senior three students in high CPFS group and middle CPFS group,but there is no significant difference in mathematical modeling ability between senior two and senior three students in low CPFS group.Fifthly,the excellent degree of CPFS structure of students has a significant predictive effect on mathematical modeling ability.Finally,according to the above conclusions,this paper puts forward the teaching strategies to improve students’ mathematical modeling ability based on CPFS structure:promoting the associative development of CPFS structure and improving the representation ability;Promote the formative development of CPFS structure and establish the hairaccelerating model;Promote the generative development of CPFS structure and inspire the solution of the model;Promote the structural development of CPFS structure and monitor the model test.