A Study On The Current Situation Of Mathematical Language Switching Ability Of High School Students In Ethnic Areas

Mathematical language is the carrier of mathematical content,the medium for mathematical activities and the outward form of mathematical thinking.As an important part of mathematical language skills,the ability to convert mathematical language is a necessary foundation for students to learn mathematics.In recent years,mathematics education in ethnic areas in China has developed by leaps and bounds,but the process and temporal constraints still present stage differences.The key to the high-quality development of education in ethnic areas in the new era lies in solving the problems of motivation,ability and conditions for the development of ethnic education,while mathematics education in ethnic areas is an important component of ethnic education,so it is necessary to study the mathematical language switching ability of high school students in ethnic areas.Based on this,this study constructs a framework for measuring the level of mathematical language switching ability of high school students in ethnic areas based on the cognitive mechanism and psychological process of mathematical language switching and incorporates the framework proposed by PISA and Zhang Jinyu on the classification of the level of mathematical representation and transformation ability.The following three questions are to be investigated: What is the current status of the mathematical language transfer ability of high school students in ethnic areas? What are the factors that affect the mathematical language transfer ability of senior secondary school students in ethnic areas? What can be done to improve the language transfer ability of high school students in ethnic areas? A study was conducted in four public high schools in "Z City,Ningxia","A City,Xinjiang","S City,Xinjiang" and "G Prefecture,Gansu".The study used 495 students and 10 mathematics teachers from four public high schools in Ningxia,Xinjiang,Xinjiang and Gzhou to investigate the current situation of mathematical language transfer ability of high school students in ethnic areas.The study concluded that:(1)the overall mathematical language switching ability of high school students in ethnic areas is at the lower level of Level 2,showing a polarisation phenomenon,with different degrees of variability among high school students from different regions,ethnic groups and grades,but no difference in gender.(2)The scores of high school students from ethnic regions in all performance dimensions were at the Level2 level,and there were significant differences among high school students of different grades in each dimension,showing that senior 3 students were stronger than senior 2students,and Han and Hui students were higher than others in information integration ability,with different regions and different genders having different scores in each dimension.There is no difference in the ability dimensions between high school students from different regions and genders.The survey found that student factors were the primary factors affecting the mathematical language switching ability of high school students from ethnic areas,among which,knowledge of mathematical language switching among high school students from ethnic areas needed to be strengthened,specifically in terms of mathematicalisation of real-life situations and multiple switching within the same mathematical structure system.problems such as poor awareness of the process of switching,poor habits and lack of patience in mathematical language switching.Teachers’ teaching styles are a key factor.Mathematics teachers in ethnic areas are not able to choose their teaching methods in an integrated manner,and a harmonious teacher-student relationship promotes students’ motivation to learn mathematics,which in turn affects the switching of mathematical language.Ethnic language and parental involvement are particular factors.Ethnic language has a negative relationship with the ability to switch mathematical languages,and ethnic language has an impact on the ability to switch mathematical languages.Based on the above analysis of the current situation and influencing factors,strategies are proposed to enhance the mathematical language switching ability of high school students in ethnic areas:(1)cultivate the concept of mathematical language learning and deepen students’ understanding of mathematical language switching;(2)build a mathematical language knowledge network and lay the foundation for students’ mathematical language switching;(3)strengthen the training of language switching thinking and enhance the ability to represent mathematical language situations;(4)innovate the mathematical language switching(5)promote the popularisation of national languages to stimulate the cultural dynamics of mathematical language switching;(6)strengthen the comprehensive and in-depth cooperation between home and school to create a favourable environment for mathematical language switching.