Mathematical Writing To Promote The Function Of Secondary Vocational Students Learning, Teaching And Research

Modern education philosophy is paying more and more attention to raise the students'mathematics learning interest and confidence, as well as the students'skills of mathematical expression and communication .Meanwhile, educators should pay more attention to the students'learning process, emotion, attitude and the change of value. Mathematical writing follows this trend ,In recent years, more researches have been done on the mathematical writing at home and abroad, but these researches mostly aim at students from the elementary school, middle school and senior school, less for ones from the vocational school.As we all know ,function content is the core of the math in vocational school , and a lot of teaching practices show it is one of difficult parts for vocational students in learning math. There is lots of study on function teaching at home and abroad ,and many teachers admit that mathematical writing has positive impact on mathematics learning ,but wits few verifications , and still less study about function teaching. This paper mainly studied how to use mathematical writing to improve vocational students learning in function.Based on the analysis of the meaning,value and types of the mathematical writing ,following the content of function and requirements of the mathematical syllabus in the vocational school. The author of this paper has finished 300 paper questionnaires in the vocational school to learn the situation and problems in mathematical writing, and then find these causes of the problems both in teachers and students. With the studying characters of vocational students and the function content, the author of this paper proposed the corresponding tactics ,including:1,chosing suitable content for the vocational students to"write";2,how to instruct vocational students to"write";3,how to manage and evaluate the students'writing works.The author experiment in two classes, one using the above tactics while the other not. The results showed these tactics do work in the class using them and to some extent get much better effect. On improving their interests in mathematics-learning ,bettering their habits and strengthening more communications between teachers and students.