A Survey On The Present Situation Of Mathematical Representation Ability Of Grade 9 Students

Strengthening the research on mathematical representation ability can not only analyze the characteristics of students’ mathematical learning and understand their thinking development,but also put forward targeted training strategies according to the cognitive rules to promote the implementation of the new curriculum standards more effectively.At present,the research on mathematical representation ability and cultivation of grade 9 students is relatively rare.Therefore,it is of great practical significance and practical application value to deeply explore the current situation of mathematical representation ability of ninth grade students,analyze the factors that affect the mathematical representation ability of ninth grade students and how to cultivate the mathematical representation ability of ninth grade students.This study defines representation ability as including representation communication,representation conversion,and representation application.Taking ninth grade students of J Middle School in Y City,Northern Jiangsu as the research object,through literature analysis,question testing,questionnaire survey,supplemented by individual interviews,the current situation of mathematical representation ability of ninth grade students is comprehensively investigated and understood,and the differences between different objects are analyzed.The study found:1.The mathematical representation ability of grade 9 students is in the middle level as a whole,and some students’ mathematical representation ability is not strong enough.Among them,the ability of representation communication and representation conversion is better than the ability of representation application,and most students have a low level of representation application.2.There is no significant difference in mathematical representation ability of grade9 students of different genders in three dimensions;Students with different academic performance have significant differences in mathematical representation ability,and the differences increase successively in representation communication,representation conversion and representation application.It shows that the mathematical representation ability of excellent students is obviously stronger than that of poor students.3.The structure of mathematical representation ability is positively correlated with academic achievement in mathematics,and also significantly positively correlated with academic achievement in mathematics in three sub-dimensions.Representation communication has the greatest influence,followed by representation conversion and representation application.Therefore,mathematical representation ability has a significant positive effect on mathematical academic achievement ability.4.Some grade 9 students have obvious deficiency in mathematical representation,which is manifested in the lack of thorough understanding of concepts,which affects the communication ability of mathematical representation.Different representation forms can not be flexibly manipulated and transformed,which affects the transformation ability of mathematical representation.Unable to establish appropriate representation model to solve the problem,which affects the application ability of mathematical representation.5.Students’ non-intellectual factors,metacognition,learning habits and teachers’ teaching methods all affect the mathematical representation ability of grade 9 students.Teachers should improve teaching methods,develop students’ non-intellectual factors,cultivate students’ learning habits and strengthen students’ metacognitive training.Based on the analysis of the current situation of mathematical representation ability of ninth grade students and its influencing factors,it is proposed that the cultivation of mathematical representation ability of students should focus on improving teachers’ teaching methods,developing students’ non-intellectual factors,cultivating students’ learning habits and strengthening students’ metacognitive training.