The Study Of Function Learning On Mathematics Comprehension Between Gifted Students And General Students Of Grade One

It is no doubt that "Comprehend" is the first one in mathematics learning, it has become another central topic after "the problem resolve" world mathematics education circle pays attention to nowadays. American education experts G. M. Bleinkin and AV Kelly said: "the goal of education is not to acquire useful knowledge or technical ability, but to be a development for seeking knowledge ability, not a study but reaching comprehension, not to get the information, but to fulfill oneself. There are so many results of the research correlated with the problem of mathematics comprehension by the domestic and foreign experts and scholars. Totally, the researchers try to learn from the existing theoretical results (primarily, cognitive learning psychology, constructivist learning theory), pursue the exploration of the meaning, type, effect and the internal mechanism of mathematics comprehension on the basis of their own integration understanding of the theory and practice.Scholar Jianhua Zhou divided"mathematics comprehension"into four levels: the direct comprehension, interpretative comprehension, inferential comprehension and creative comprehension. This paper will further divide them into four one-dimensional and 10 two dimensions.In this study, the author uses surveys, observation, interviews, and other methods to achieve the combination of quantitative and qualitative research. According to the criterion of two dimensions, the author designs a test paper on mathematics comprehension of function learning in high school to find out the situations about the students'understanding, show the differences between the gifted students and the general students on their function learning, seek the new approach to promote the teachers the effective teaching and the students the learning efficiency.The subjects were 110 students from two classes of Grade One at The First Middle School of Guangxi Normal University. Each of the students was given a questionnaire on function learning, then we found out that the differences still exist between this two kinds of students on their mathematical concept ional learning and comprehension of four levels; there is no difference of mathematics comprehension between boys and girls; the dimensions of mathematics comprehension related to the scores, the former three dimensions related to each other and there is no relation between the fourth dimension and the former three. On the basis of the investigation, we chose seven gifted students and general students to make a case study, aiming at the interpretation of the phenomenon about the problems in the questionnaire.Finally, the author analyzed the causes on mathematics comprehension between the gifted students and general students: (1) the comprehension level of mathematics statement knowledge results in mathematics comprehension of difference; (2) their original cognitive construction influences the level of mathematics comprehension; (3) mathematics procedure knowledge and process knowledge results in mathematics comprehension of difference; (4) the factors of emotion and impression affects the level and development of mathematics comprehension. And the author also pointed out some teaching strategies for promoting the students'ability on mathematics comprehension, including: rooted strategy, structure strategy, integration strategy, open strategy and growth strategy.