Research On The Cultivation Of Junior Middle School Students’ Mathematical Language Conversion Ability

Mathematical language is the explicit carrier of mathematical thinking and the tool of mathematical communication and mathematical activities.As an important part of mathematical ability,the improvement of mathematical language conversion ability is helpful to the development of students’ mathematical ability and mathematical thinking.It is helpful for students to find the best way to analyze and solve problems in the form of mathematical concepts and theorems,which can help students understand the essence of problems,and can help students to use a variety of mathematical concepts to transform and solve problems.Therefore,it is of great significance to investigate the development level of junior middle school students’ mathematical language conversion ability through the test paper,and carry out the experimental research on the cultivation of students’ mathematical language conversion ability.The main issues of this study include:(1)The overall development of junior middle school students’ mathematical language conversion ability;(2)The differences of junior middle school students’ mathematical language conversion ability between gender and grade,and the correlation with their usual performance;(3)Problems,difficulties and reasons in the process of junior middle school students’ mathematical language conversion;(4)Problems and difficulties in the process of mathematical language conversion,relevant improvement and training strategies.In order to solve the above four problems,firstly,carry out literature research,sort out,analyze,summarize and summarize the relevant research on mathematical language conversion ability at home and abroad,determine the research direction and ideas,and form the research framework;Second,prepare the test paper of mathematical language conversion ability of Grade 7 and grade 8 and grade 9,modify it one by one in combination with the suggestions of tutors and front-line teachers,form the test tool,distribute the test paper to the three grades and recover the data;Thirdly,analyze the data and answers of the test paper,interview students’ and teachers’ understanding of mathematical language transformation,and analyze the problems and reasons in the transformation process;Fourth,select the seventh grade students to carry out training experimental research,design training programs and improvement strategies for the experimental class to carry out training research.The control class does not carry out training.Through the analysis of post test data,we will examine the improvement of students’ mathematical language conversion ability and test the effectiveness of the training experiment.Based on the above research,the research conclusions are as follows:(1)The overall level of junior middle school students’ mathematical language conversion ability is low,and the performance of each dimension is slightly different.Among them,the performance of the dimension of text language conversion to symbolic language is better,and the performance of the two dimensions of graphic language conversion to text language and graphic language conversion to symbolic language is worse.(2)There are grade differences in junior middle school students’ mathematical language conversion ability,and there is no significant difference in the performance of ability level between different genders.There is a significant correlation with students’ usual mathematical performance and Chinese performance.(3)The existing problems mainly include unclear conversion(confusion),inaccurate conversion(missing conditions)and graphic standardization.The reasons behind the problems are divided into two aspects: teachers and students.The reasons from the perspective of teachers are:(1)insufficient attention and insufficient attention;(2)Lack of standardization and preciseness in language use in teaching;(3)Not providing sufficient conversion exercises;(4)Lack of case practice,comment and reflection guidance.The main reasons for students are:(1)low attention;(2)The existing mathematical language foundation is weak;(3)Lack of standardization of mathematical language expression;(4)Lack of interest in mathematical language transformation analysis.(4)After the training experiment,the mathematical language conversion ability of the experimental class is significantly improved.Among them,the improvement degree of the middle group students is the largest,and there is no significant difference between male and female students.After the training experimental research,six training strategy suggestions are put forward:(1)pay more attention to the improvement of their own language literacy;(2)Pay attention to classroom accumulation and consolidate the foundation required by students’ transformation;(3)Strengthen the practice of mutual translation and develop students’ ability of language conversion and analysis;(4)Standardizing the use of language and enhancing the exchange of teaching methods;(5)Change students’ attitude and cultivate their interest in language transformation analysis;(6)Based on students’ differences,different teaching methods are applied according to their materials.