Research On Mathematical Language Ability Of Senior High School Students Based On SOLO Theory

Mathematical language is the concrete expression of mathematical representation.It is the key words and concepts necessary for understanding and engaging in mathematical activities,including words,symbols,graphics and other forms.It has high abstraction,strict logic and wide application.Mathematical language ability is the ability to use mathematical language to carry out mathematical activities.Any stage of mathematical activities is inseparable from mathematical language,and mathematical language ability directly plays an indelible and irreplaceable role in mathematical activities.Mathematical language ability can be measured by students’ specific mathematical behavior.Studying students’ mathematical language ability has both theoretical needs and practical needs of mathematics education and teaching.Based on solo classification evaluation theory,this study divides the levels of students’ mathematical language ability.Combined with Piaget’s cognitive development theory and referring to the reproducibility analysis of Gutman scale,this study designs two questionnaires for students,from which we get the level of senior one students’ mathematical language ability,the relationship between the abilities of various parts of mathematical language,and the impact of mathematical language ability on their academic level.The research adopts the methods of questionnaire and interview.The main content of the research is the level of senior one students’ mathematical language ability,the relationship between mathematical language abilities,and the impact of mathematical language ability on their academic level.It is found that the average score of students’ mathematical language level is 1.208,indicating that students’ mathematical language ability is between the single point level and the correlation level,and students’ mathematical language level is in a normal distribution;Relatively speaking,students’ mathematical language structure and translation ability are the weakest,their recognition and understanding ability,organization and expression ability are the same,and their understanding ability is slightly better.In terms of teaching methods,students are most impressed by the way of operation demonstration and interpretation,and have the most vague memory of the content of pure oral expression;In terms of content,students’ acceptance of logarithm and algebra,graphics and geometry,statistics and probability is basically the same,and the acceptance of the content of the combination of logarithm and shape is the weakest;In the presentation of mathematical problems,students find it most difficult to understand the mathematical problems expressed in pure words and easier to understand the problems displayed through graphics;Most students will deliberately write the solution process neatly and logically,but they will not pay attention to whether the teacher writes neatly.There is a positive correlation between mathematical language ability and academic level,and the correlation coefficient is 0.709.The proportion of the three in students’ academic level is slightly different.Remember that the mathematical level is S,the mathematical language recognition and understanding ability is x,the mathematical language construction and translation ability is y,and the mathematical language organization and expression ability is z.You can get: S=0.878x+0.293y+0.377z...