A Survey On Mathematical Language Conversion Ability Of Junior Middle School Students

Mathematical language is the carrier of mathematics knowledge, language is expressed in mathematical terms, symbols and images, concise, accurate, and diversified forms, it can express the relationship between quantity and space form, is a tool of mathematical thinking and communication is indispensable. Therefore, in order to learn mathematics, we must first learn the transformation between mathematical language. The transformation of mathematics language includes the conversion between the character language, the symbolic language and the schema language.This paper is divided into six parts, the first part of the introduction introduces the conversion of mathematical language ability on the research background, research questions and the significance of the research; review of the second part is the domestic and foreign scholars on the mathematical language and transform ability; the third part for the research provides theoretical basis; in the fourth part, through the test volume analysis of the survey and interview survey, understanding of junior high school students’ mathematical language conversion ability level of the status, find junior middle school students in mathematical language conversion existing problems and analyzes the reasons. The fifth part is based on the current situation of junior high school students’ ability to convert the language, from the teachers themselves, combined with the teacher’s teaching, this article puts forward some ways to Cultivate Junior High School Students’ ability of language transformation. The sixth part is a summary of the study of this paper, and pointed out the deficiencies of this paper.Through the analysis of the survey results and interview results, this paper analyzes the current situation of junior high school students’ mathematical language conversion ability. Survey results show that:1. junior high school students to understand the mathematical language is not deep, the equivalent of the expression of the form is not much, so it can not be well in the three types of mathematical language conversion between.2. the teacher’s teaching sign language is not standardized, thus affecting the students, both in the sign of writing or understanding is not enough attention. At the same time, teachers have not paid enough attention to the cultivation of students’ ability of mathematics language conversion.3. In teaching, teachers are not systematic and complete help students master mathematics language, did not pay attention to guiding students to consider using mathematical language transformation to solve the problem in the title, not to let the students to realize the conversion to solve the mathematical problems by use of mathematical language is simple and convenient.This paper presents several points on the approach to the conversion of mathematical language ability, for example, can be change the concept of teaching, pay attention to the mathematical language; for teachers of mathematics teaching language should be standardized, but also appropriate to strengthen students’ mathematical language conversion ability training.