Measurement Of The High School Level Of Mathematical Language And Conversion

Language is a tool that the human beings use to preserve, inherit and develop social history experiences, to exchange thoughts and to carry on thinking activities; any theoretical knowledge and thinking activities cannot do without language. Mathematic language is a symbolism which is for expressing the nature of form of quantity or space, as well as their mutual relation. In the newly published curriculum of high school mathematics, the aim of "improving students' ability to raise, analyse and solve problems, to express and communicate mathematically" is proposed, besides, "whether students can use mathematic language to express and communicate properly" is one of the evaluating items of level of their mathematics skills. This fully proves that mathematic language, as carrier of teaching contents, ideas and methods, is an important tool to learn mathematics.This thesis is devided into four parts. Chapter 1 is the first part, here question is stated. After present researching situation home and abroad is systematically summarized in a way of literature review, subject of this thesis is raised---level survey of high school students' mathematic language ability and transformation research among three kinds of mathematic language.Chapter 2 and 3 is classfied into the second part. Sorts, features and relation among the three sorts of mathematic language are summarized detailedly, basing on literature review method. It is pointed out that, mathematic language includes three kinds--word language, symbolic language and schemata language, and this language is featured by sharp logicality, high abstraction, accuracy, understandability, conciseness, unity, popularity and maneuverability. The concept of mathematic language transform is defined, which means, any mathematics object or mathematics relation expressed by one kind of mathematic language, can also be expressed by another kind of it without changing mathematics'essential attributes according learner's understanding or question requirements. Moreover, it is stated that word language, symbolic language and schemata language are not absolutely isolatedly existing or used, but complemented and organically combined. In addition, in chapter 3, classifying appraisal theory of "solo", main theoretical theory of empirical study in this thesis, is introduced and described in detail.Chapter 4 is the third part, the content includes level survey of high school students'mathematic language(3 kinds) ability, together with empirical study. Mathematic language ability level is shown by T=ax+by+cz, x,y,z relatively means word language, symbolic language and schemata language, a=0.33, b=0.39, c=0.28. In the end, correlation test between students' mathematic language ability level and their scores is conducted. Positive correlation is shown, which means the higher a student's mathematic language ability is, the higher score he/she gets. And each of the three mathematic language also has positive correlation with students'score.Chapter 5 is the fourth part, as the conclusion. Teaching suggestions following are raised according to research in this thesis.(1) Internal rules of the 3 kinds of mathematic language shall be found, and the language shall be learned in an analogy viewpoint.(2) Mathematic language shall be learned by students in a relation viewpoint.(3) In mathematic language teaching, relation between mathematics and other subjests like Physics or Chemistry shall be presented.(4) Regular summary of knowledge points shall be carried on to help students understand mathematic language and reflect it well in mind.(5) Students'language expressing ability shall be improved.Innovation of this thesis lies in:Classifying appraisal theory of "solo" is used to survey mathematic language, including word language, symbolic language and schemata language.Investigation is conducted to prove how important each of the 3 kinds of mathematic language is in high school students' thinking development.Mathematic language is one of Maths' substantive characteristics, and development of maths is ( greatly considered as the former's renewal and extension. Therefore, mathematic language is not only a principal means of middle school teaching, but also a main way and a teaching goal during teaching activities.