Experimental Study On The Integration Of Mathematical Writing Into Logarithmic Learning

The Standard of Mathematics Curriculum for Ordinary High Schools(2017 edition)suggests that mathematics learning should focus on the learning process and changes in students’ emotional attitudes,that communication and interaction between teachers and students in mathematics learning is increasingly valued.Mathematics writing,as a teaching aid,provides a new channel for communication between teachers and students,which makes teachers’ teaching and students’ learning interact effectively,makes teachers’ guidance more holistic,targeted and personalized,and promotes students’ knowledge learning in a dynamic way.Logarithmic learning is the most vital and difficult content for high school students.The concept of logarithm,as the beginning of logarithm learning,plays a fundamental role in the operation of logarithm,the nature of logarithm and the image and nature of logarithm function.By integrating mathematical writing into logarithmic learning,it lays a solid foundation for students to study in high school,and builds a bridge between teachers’ individualized guidance and students’ individualized development.Firstly,based on learning transfer theory,constructivist theory,meaningful learning theory and information processing theory,this thesis summarizes the related researches on mathematical writing by consulting and organizing relevant literature at home and abroad,and puts forward the feasibility of integrating mathematical writing into and promoting logarithmic learning by combining the relevant standards and requirements of logarithmic learning.Secondly,the thesis conducts a questionnaire and interview on mathematical writing integration into logarithmic learning for 152 students and 7 first-line math teachers in Fuzhou J Middle School before the experiment begin.The questionnaire and interview focuses on mathematical writing comprehension,teacher-student communication,autonomous learning,problem solving,learning habits and personalized instruction.After collating and analyzing the survey results,it claims that there are some problems in the logarithmic teaching process,such as the lack of basis for the preparation of lessons,the lack of feedback in the teaching and the incomplete evaluation after class.Therefore,combined with the practical value of mathematical writing,it was decided to carry out an experiment of integrating mathematical writing into logarithmic learning.Next,the thesis takes class 9 as the experimental class,class 10 as the control class in Fuzhou J Middle School,carries on the control experiment around the mathematics writing integration logarithmic study,takes the "logarithmic concept" as the teaching class,in the precourse,the knowledge summary,the example reflection,the after-school study,the emotion communication five aspects assigns the mathematics writing task to the student,takes the writing works as the communication medium,explores the mathematics writing integration student logarithmic study promotion.At the end of the experiment,we compare the performance of the two groups of students in the stage test.We found that the average score of the experimental group is 5.7higher than that of the control group after the experiment.Finally,the thesis suggests six teaching strategies based on the experimental process and conclusion of integrating mathematical writing into logarithmic learning:(1)pay attention to students’ energy and rationalize the plan;(2)emphasize knowledge process,elaborate visualization;(3)attach importance to feedback information and communicate carefully;(4)pay attention to dynamic change and synthesize evaluation;(5)grasp the needs of students,teaching optimization;(6)understand students’ differences and develop individuation.