A Study On The Formation Of Fuzzy Tolerance Of Mathematical Knowledge By High School Students

Tolerance of ambiguity is an important learning styles on student learning, as a student ofpersonality variables，which plays an important role on math tolerance of ambiguity. Currentresearch on tolerance of ambiguity are more concentrated in the connotation of tolerance,measurement, characteristics, and other factors, but the specific process of tolerance ofambiguity is still relatively little research, and only partial results are more general, almost noresearch on math tolerance of ambiguity. Based on previous studies, combining with the currenthigh school students math learning, Depth study of the psychological processes high school mathtolerance of ambiguity formation, and thus exploring the current education reform high schoolteaching.。The main method used in this paper are: questionnaire, written reports and interviews.The order: first to understand the current researchs on tolerance of ambiguity are reviewedby reviewe of the current understanding of tolerance of ambiguity and the lack of focus of thestudy. And then analyze the previous perception of ambiguity,tolerance of ambiguity, given thedefinition of a mbiguity math and math tolerance of ambiguity.Third, using question method tostuy high school’s math tolerance of ambiguity’s manifestations, summed status andcharacteristics about high school’s math tolerance of ambiguity’s. Fourth, using questionnairesand written reports Combination methods were investigated, summed high school’s factors ofmath tolerance of ambiguity. Fifth, using interviews for students to do a survey and surveyresults were collated and analyzed, summed up the processes and characteristics of the formationfor high school math tolerance and ambiguity, given the internal psychological processes modelof current high school’s math tolerance of ambiguity. Sixth, proposing several teachingsuggestions according to the characteristics and heart model about high school’s math toleranceof ambiguity.The conclusions: First, the overall situation of high school’s math tolerance of ambiguity ismedium-low; High school’s math tolerance of ambiguity are different for different forms ofmathematical knowledge, the lowest tolerance is Mathematical concepts; Grade one’s mathtolerance of ambiguity higher than sophomore students;Excellent students’ math tolerance of ambiguity higher than Students with learning difficulties.Second, the characteristics of varying degrees tolerance of students are： High math tolerance ofambiguity’s are willing to accept ambiguity information and cognitive restructuring; Students’thinking flexibility, innovating strong; They have a strong initiative, good adventure and usingmetacognitive strategies more. Moderate math tolerance of ambiguity’s receives ambiguity stimulus but failed principled；students’ thinking has some flexibility and less demanding on theaccuracy of the learning process; they are using affective strategies before ambiguity stimulus.Low math tolerance of ambiguity’s resisting ambiguity stimulus and Rigid thinking;They arelacking independence and choose to follow the authoritative answer; They are using Socialpolicy and compensation strategies before ambiguity stimulus. Third, with the increasing oftolerance, the student’s academic level mathematics correspondingly increased, both showed asignificant positive correlation. Fourth, High school’s math tolerance of ambiguity factors aredivided into internal and external factors.Internal factors are Learning strategy, needing forcognitive closure, self-definition and innovative; external factors are mathematical knowledgeitself and teacher’s tolerance of ambiguity. Fifth, The forming of High school’s tolerance ofambiguity have a positive initiative, continuity, gradient and cycle characteristics. Sixth, Theforming of High school’s tolerance of ambiguity is based on tolerance of ambiguity learningstyle, absorpting, assimilating, accommodating in there brain. First of all, they make a tendencyto accept the fuzzy information by selecting learning strategies, listen to teachers teaching andhands-long;Then Contacting ambiguity Information with existing cognitive structure anddistinguish hierarchy; Final, they put the ambiguity information into the cognitive systemthrough cognitive restructuring.