A Study On The Cultivation Of Mathematical Language Conversion Ability Of Senior High School Students

The "Ordinary senior school mathematics curriculum standards" point that "mathematics is scientific language and effective tool of describe the nature and the social rule". The mathematics language is a tool of mathematical thinking and communication. Accord to the mathematical language expression form the mathematics language includes mathematical word language, mathematical symbol language, mathematical chart language, mathematics image language. Each type language has its own advantages and disadvantages, an object using mathematical word language to describe is vividly but tedious, using symbolic language description is concise but abstract, using graphic language description is visual but not comprehensive. Therefore, to learn mathematics and give full play to the advantages of different mathematical language, students need to converse the language flexibly.The conversion of mathematical language is based on language identity, diversity, interoperability of language. The conversion of mathematical language refers to transformation between the different types of mathematical language and the conversion within a type of mathematical language. According to different characteristics of concept, proposition, mathematic problem solving, this paper puts forward how to cultivate student’s mathematics language conversion ability in the teaching.This paper is divided into five parts, the first part is about research background, literature review, the significance and the value of research, research ideas and methods of the mathematics language conversion ability. The second part introduces the theoretical basis of this study and the definition of related concepts in the study. The third part through the analysis of questionnaires and interview, acquire the students’ language ability conversion level. The fourth part gives some ways of training based on the characteristics of mathematical concepts, propositions of mathematics, mathematical problem solving, according to the present situation of students’ mathematics language transformation ability in. The fifth part briefly describes the results of this study, shortcomings and future prospects.Through analyzing the current situation of senior school students’mathematics language conversion ability based on the qualitative questionnaires and quantitative interview, the survey results show that:(1) Teachers recognize the importance of mathematics language and its conversion, but ignore the teaching of mathematical language in classroom teaching, so effect the students’ attitude in the study of mathematics language.(2) The mathematical language conversion ability of students generally weak, influence the learning of student’s knowledge and problem solving (3) teachers hope to find the right way in the classroom teaching, strengthen the training of mathematical language conversion ability. In view of the existing problems, put forward the ways of training about mathematical language conversion ability in the classroom teaching:(1) in the teaching of mathematical concepts, the introduction of the concept by setting the scene, in the stage of the discrimination of the concept by factor analysis, symbolic representation, in the stage of the use of concept phase using concept maps to facilitate students ’mathematical language conversion capability (2) In the teaching of mathematical proposition, strengthen conversion by multi-representation transformation and the conversion proposition of mathematical proposition to cultivate the students ability of mathematical language conversion.(3) In the problem solving teaching, the word language, symbolic language, graphic language to perform their mathematical problem, representation scheme in the process of problem solving.