Investigation Of Mathematical Language Translation Ability Of High School Students And Research On Training Strategies

Mathematics educator Storial once said: "Mathematics teaching is the teaching of mathematical language",many studies have shown that mathematical language can help students express and communicate,the process will involve the transformation between different forms of mathematical language;at the same time,mathematics comes from life,and the transformation between mathematical language and living language is also everywhere.The research uses literature research method,questionnaire survey method,interview method,statistical analysis method and case analysis method to investigate the mathematical language transformation ability of high school students and proposes training strategies according to the current situation.the main problems were:（1）whether the current mathematical language transformation ability is ideal;（2）whether there are certain defects in the cultivation of students’ mathematical language conversion ability in the current teaching method;（3）whether the students can cultivate students’ mathematical language transformation ability through improved teaching.The study used questionnaires an d test questions to survey 203 students in the second grade of high school,processed the recovered data using SPSS statistical analysis software,and then supplemented the results of the survey by interviewing teachers,and finally came to the following conclusions:（1）Students’ understanding of mathematical language is not high,but students’ understanding of the importance of mathematical language and mathematical language transformation ability is very high,and students have a strong willingness to learn mathematical language and master mathematical language transformation skills;（2）the overall level of mathematical language transformation of students is good,but there are still phenomena such as mathematical language transformation and expression imprecise;students have a high degree of psychological connection between written language and graphic language,symbolic language and graphic language.However,the ability to translate to graphic language is far greater than the ability to translate graphic language;students are most likely to choose a mathematical language that is partial to life;students unconsciously transform mathematical language when solving problems,but often cannot transform forms that are conducive to problem solving;（3）At present,mathematics teaching has a small amount of penetration into mathematical language;the opportunity for students to understand mathematical language-related knowledge through reading books is minimal;the number of problems and the number of problem words affect the transformation of mathematical language in students’ problem solving;（4）problem-solving teaching is the most direct embodiment of mathematical language transformation ability;in teaching,the cultivation of mathematical language transformation ability is often closely related to the cultivation of mathematical thinking methods such as "combination of numbers and shapes";the cultivation of mathematical language transformation ability is a long-term teaching task and cannot be achieved overnight;（5）The mathematical language transformation ability of high school students is significantly positively correlated with students’ mathematical learning performance,and significantly negatively correlated with the frequency of students’ incomprehensible problems in the process of mathematical learning and problem solving.Based on the survey results,the cultivation strategies of high school students’ mathematical language transformation ability are proposed:（1）maximize the use of students’ "unlearned" life language to explore mathematical language;（2）attach importance to the teaching of mathematical application problems and mathematical modeling;（3）use living language to create contextual introduction of learning mathematical language;（4）lay a solid foundation for basic knowledge;（5）semantic analysis of confusing words combined with specific topics or situations;（6）classroom teaching and problem solving teaching should highlight the connection between various forms of mathematical language.