A Study On The Influence Of Concept Map Teaching On Mathematical Connection Ability Of High School Students

It is one of the important tasks of mathematics education to implement the core literacy of mathematics subject,which emphasizes the mathematical connection and permeates the thought of connection."Association",as the most essential feature of concept map and mathematical association ability,affects teachers’ teaching and students’ learning.After reading relevant literature,it is found that there is little practice of concept map teaching in mathematics,and the researches on mathematical linkage ability at home and abroad are mostly related to the cultivation methods and significance,rather than the exploration of influencing factors.Therefore,this paper studies the influence of concept map teaching on mathematical linkage ability through literature analysis,action research,questionnaire survey,interview and other methods.It is expected to provide practical experience for the further development of concept map integration into mathematics teaching,and provide practical basis for front-line teachers to improve students’ mathematical connection ability in mathematics teaching,so as to promote the integration of concept map,mathematical connection ability and mathematics teaching.In this study,literature analysis was used to determine the test dimension of mathematical connection ability.Combined with the actual teaching and students’ ability level,the prediction volume was prepared and revised.Two parallel classes were selected as the experimental class(using concept map teaching)and the control class(using conventional teaching).Before and after formal teaching,students in the two classes completed the math connection ability test.Before the formal experiment,the teacher will learn the knowledge related to the concept map.After reaching the standard level,the students will be taught to learn and use the concept map to the qualified level before entering the formal experiment.After the two-month teaching practice,the students in the experimental class were surveyed and the teachers were interviewed.After the experiment was completed,SPSS was used to compare the experimental class with the control class.The second is the comparison of different dimensions such as breadth,depth and linkage level by means of covariance analysis.Thirdly,the students’ ability level and gender were used as stratified variables to compare the results of the experimental class students.Combined with the cognitive analysis of the students in the experimental class on the concept map teaching and the presentation of the experimental results and discussion by the teacher interview,the conclusions are as follows:1.Concept map teaching is conducive to the cultivation of students’ mathematical connection ability,and the greater the breadth and depth of content,the richer the level of connection,the more obvious the beneficial influence of concept map teaching.2.Concept map teaching is more conducive to the improvement of mathematical connection ability of "excellent" and "poor" students.3.Concept map teaching is more conducive to the improvement of girls’ mathematical connection ability.