Investigation Of The Learning Strategies Of High School Mathematics Proposition

Learning strategies of mathematical propositions, for teachers to teach high school mathematics and for the general high school students to learn mathematics have important theoretical and practical guide. Mathematical proposition is the index of the content of the axioms, theorems, formulas, rules and other elements that reflect the importance of mathematical thinking and laws. High school mathematics proposition, whether in depth or in breadth, has an inherent logic, not only interrelated, but also progressive layers. The concepts of mathematics are points, but the propositions are lines, mathematical propositions are the cognitive structures of the network formed in the process of propositions learning. Learning strategies of mathematical propositions help high school mathematics teachers in the process of teaching mathematical proposition, aimed at teaching objectives, targeted to improve teaching effectiveness. Meanwhile, the vast number of high school students, the learning process in mathematical proposition can also be a conscious, purposeful use of the various propositions for their own haracteristics learning strategies to improve learning efficiency and effectiveness of mathematical propositions.The structure of this study are as follows:First of all, through access to domestic and foreign reference, to define the concept of learning strategies of a mathematical proposition in terms of theory, proposition, propositional learning strategies and characteristics of the structure.Secondly, I collect data of questionnaires and interviews from the proposed outline. I used surveys and interviews in four high schools of Shandong and Guangdong provinces to investigate. In this paper, I try to understand:1,When learning mathematics proposition, what are the main strategies used by high school students. 2,the use of learning strategies of mathematical propositions, whether there are regional differences, gender differences, inter-school differences, 3,school differences in the nature of ownership and its relationship with academic achievement.Finally, according to the conclusions, I gave some proposals for the high school mathematics teaching and learning in proposition; I hope that my study can provide some help on the high school mathematics teaching and learning.The conclusions of this paper are as following:1,The most commonly used strategies are the proposition of metacognitive learning strategies, the strategic proposition, proposition application strategy, etc. But learning strategies are not frequently used strategy. 2,Proposition learning strategies for excellent, good, general grade students are the characteristics and laws of excellence in the main use of metacognitive strategies and the strategic proposition. Poor achievement students mainly used application strategy. Excellence students can take the initiative to use strategies; On the contrary, poor students, their strategies show more passive, unconscious nature. Achieving students in the use of specific strategies during the performance is more active, more frequent, faster, broader, more accurate, more in-depth features. From the survey, we can also found that what affect the strategies of mathematical proposition are motivation, teachers, school culture, examination pressure, self-awareness, relevant knowledge and experience and so on.3,Boys'and girls'learning strategies of proposition characteristics and patterns: the main used of boys'proposition is application strategy, but girls mainly use metacognitive strategies proposition. Boys and girls in the strategic of getting a proposition, proved a proposition, application strategy are quite different. But both metacognitive strategies and support in the management strategy are little difference. In short, the boys using learn strategies of mathematical propositions are more successful.4,High school students of different achievements, their mathematical proposition on the learning strategies showed different characteristics and patterns: top students learning in mathematics axioms can be conscious of the use of maps, tables, text, mathematical symbols and other means to characterize the proposition. The poor grade students impacted by previous experience to show the anxiety and helplessness.5,Different regions, different types of schools, different pressure levels of high school students learning strategies of mathematical proposition characteristics and patterns: the differences between northern and southern regions of Guangdong, Shandong and the proposition to high school students showed that the impact of learning strategies is not significant. The learning strategies of different achievement, different cultural between schools bring proposition strategy significant difference. Guangdong's high school students most frequently use proposition application strategy, and Shandong's high school students to use metacognitive strategies most frequently. Public school students used learning strategies in the proposition are more various dimensions and more frequently than the students of private schools. Students who have presser in national college entrance examination use the strategies in the proposition more frequently than those not to participate in the examination.6,In the overall level for whole high school students group, the use of learning strategies proposition is not ideal, particularly, the proof strategy level is very low. The use of the mathematical proposition strategy of High school students is not very strong sense. At the same time, the strategic of consciousness, initiative need to be improved much.