Investigation On The Cognitive Level Of Exponential Function Of Senior One Students

Function is the main line throughout the high school mathematics curriculum.As a basic elementary function,exponential function is the basis for students to further learn mathematics and plays an irreplaceable role in high school mathematics.At present,most teachers ’ evaluation of students ’ exponential function learning is mainly based on test scores,focusing on students ’learning results,and not paying enough attention to students ’ learning process.The new curriculum reform puts forward ’ attaching importance to process evaluation and focusing on literacy ’.Therefore,this paper investigates the current situation of the cognitive level of exponential function of senior one students with the help of SOLO classification theory,explores the main factors affecting their cognitive level,and gives corresponding teaching suggestions,which has theoretical and practical significance.First of all,using the literature research method,consulting and learning SOLO classification theory and exponential function related literature,combined with the knowledge content and requirements of the exponential function in the ’ Ordinary High School Mathematics Curriculum Standard(2017 Revision 2020)’,the research dimension and cognitive level division standard of the exponential function are determined,and the test papers that meet the requirements are compiled to test 209 students in the first grade of a public middle school in Ganzhou City,Jiangxi Province.The data were collected by the test paper survey method,and the data were sorted out by statistical analysis method to obtain the current situation of the cognitive level of the exponential function of the first grade students:(1)On the whole.Senior one students ’ cognitive level of exponential operation and exponential function is higher than that of exponential function concept and image,and the cognitive level of comprehensive application of exponential function is the lowest;(2)From the perspective of each dimension,students ’ cognition of exponential operation is mostly at the level of M-2 and R-3,of which R-3 level accounts for 66.0 %;most of the students ’cognition of the concept of exponential function is at the M-2 and R-3 levels,of which R-3 level accounts for 64.5 %;most of the students ’ cognition of the exponential function image is at the M-2 and R-3 levels,of which the R-3 level accounts for 60.8 %;most of the students ’ cognition of the nature of the exponential function is at the M-2 and R-3 levels,of which the R-3 level accounts for 68.4 %;most of the students ’ cognition of the comprehensive application of exponential function is at the M-2,R-3 and E-4 levels,of which the largest proportion is 40.7 % at the E-4 level;(3)In different class types,the experimental class students ’ cognitive level of each dimension of the exponential function is higher than that of the key class students,with significant difference;there is no significant difference between male and female students in the cognitive level of each dimension of exponential function.Secondly,according to the results of the test paper and interviews with teachers and students,the main factors affecting the cognitive level of exponential function of senior one students are summarized as follows:(1)The understanding of the nature and concept of operation is not thorough;(2)Lack of application of mathematical thinking methods;(3)Lack of application consciousness of function;(4)Teachers focus on exam problem solving.Finally,according to the survey results,the corresponding teaching suggestions are put forward :(1)guide students to master the principle of exponential operation knowledge;(2)Pay attention to the teaching of the concept of exponential function;(3)Pay attention to the infiltration of thinking methods and function application consciousness;(4)Appropriate use of modern information technology.