A Study Of High School Students' Acquisition On Logarithm Concept

Mathematical knowledge is an organized, systematic mesh structure, various mathematical concepts, principles, rules relate to each other. Concept map is a tool of expressing, organizing and illustrating knowledge by means of chart, but also the performance of a knowledge structure which can display a variety of concepts and their inner relationship to in the form of chart. The purpose of this study is to analyze high school students' learning about logarithms concepts by their drawing logarithms concepts map. This research's main contents are:1. What difficulties do the high school students have in understanding Logarithm concept?2. By analyzing the newly finished Logarithm concept map and the Logarithm concept map of six months later, to find out how the high school students understanding about Logarithm concept changed.3. Concept map will show how the students grasp Logarithm concept.4. The correlation analysis of concept maps and test results.In this paper, firstly, the concepts logarithms are listed, reviewed of the concept at home and abroad on the number of Research. Secondly, the development, the theoretical bases and the present research situation on knowledge of concept map are reviewed, among which the application of concept map in teaching is one of the most important one. Finally, through two questionnaires and interviews which focuses on 110 high school students of Senior One during 6 months, the general situation of their understanding of the concept of logarithm is studied. At random, draw an item of 17 student's test result and their drawing of the concept map, make the statistics using SPSS and the EXCEL software, and carry on a more detailed analysis of their drawing of logarithm concept map.This research's main conclusion is:(1) compared the logarithm concept map by students 6 months ago with that by students 6 after, I discover that the quantity of the logarithm concept map increase obviously, but the increase range or the quantity of the correct proposition about the construction is not big, wrong or the insignificant proposition's quantity increased range is big. (2) The students' drawing of the concept map has demonstrated their intrinsic understanding scheme to the logarithm concept, from which we can see clearly the student organization and the construction concept situation, but we cannot consider it as the only evaluation basis to students' study. Because besides memory understanding concept, the learning of math is much manifested in solving concrete question by mathematics concept.(3) The correct proposition quantity change in students' drawing of logarithm concept map is related to and the test result, while the change of concept number is not much related to the test result.