Investigation And Analysis On The Conception Of Mathematics In Senior High School Students

Mathematics Concept is the view or the cognition on mathematics essence andmathematics value. On the base of reviewing literature, this paper will study High SchoolStudents’ Mathematics Concept in three aspects as follows: General Situation, GenderDifference and Grade Comparison.The objects are students Grade1, Grade2and Grade3from Shandong Juye No.1Middle School and Experimental Middle School. And the original data will be gotten throughquestionnaire survey. The questionnaire consists of35questions, involving their affection andattitude to mathematics, their ideas and understanding to mathematics essence, mathematicsproblems and the relative solutions, mathematics value, mathematics study and “DoMathmetics”.1．General Situation of High School Students’ Mathematics ConceptOn the aspect of the affection and attitude to mathematics, two thirds students areself-confident to study mathematics well. They study hard with good attitude, spending muchtime on mathematics. Mathematics study is not as utilitarian as before. They studymathematics in order to develop intelligence and improve their thinking ability except forcollege entrance examination.And for mathematics essence, more than two thirds students believe in dynamicfallibilism, and nearly one third in absolutism. Two thirds’ understanding to motive force ofmathematics development is not enough.For mathematics problems and the relative solutions, more than three fours students canrecognize that the role and importance of observation, experiment and guess in mathematicsand that there are not only one solving method for the same problem. However, more thanhalf students think that mathematics problems are mainly exercises and exams, as is indistinctand narrow understanding.For mathematics value, generally, students recognize that mathematics can promote thedevelopment of individual thinking. In comparison, only half know that mathematics life andculture value.For mathematics study and “Do Mathematics”, three fours don’t only limit to rememberand imitate and that they can solve the problems. Referring to mathematics characters, they recognize clearly its logical rigor and precision. But nearly half don’t fully understand the rolemathematics and mathematics methods take in the whole natural science.2．Gender Difference in High School Students Mathematics ConceptSlim difference exists between girls’ and boys’ Mathematics Concept. More confident tostudy it well, boys do better in mathematics and spend more time on it. Besides, theirunderstanding to mathematics essence is more profound and complete. On the view ofmathematics problems and the relative solutions, mathematics value, mathematics study and“Do Mathematics”, boys and girls don’t have much difference.3．Grade Comparison of High School Students’ Mathematics ConceptMathematics Concept of different grades differs a lot. Mathematics performance ofGrade2is the best in the three. And they spend more time, have better attitude and are moreconfident in mathematics study than Grade1and Grade3, especially grade3.Mathematicsproficiency of Grade3is very low and their confidence is inadequate. However, Grade2has abetter understanding of mathematics value and mathematics method role; and Grade3has abetter understanding of mathematics methods to solve problems such as guess, observationand experiment, and mathematics study methods. To mathematics essence, the majority for allthree grades have the same view of mathematics dynamic fallibilism.4．Influence Factors of High School Students’ Mathematics ConceptFrom the questionnaire survey, it’s gotten that the following factors take largepercentages in influencing students’ Mathematics Concept: mathematics exercises, teachers’teaching methods and mathematics exams.5．Advice on How to Promote Students’ Right Mathematics ConceptAccording to the research conclusion, advice for promoting students’ right MathematicsConcept is proposed as follows:1. Strengthen Mathematics Teachers’ Sense to Penetrate Mathematics Concept in Class;2. Emphasize Exploratory Questions in Mathematics Textbooks;3. Enhance Teaching of Mathematics History;4. Change Traditional Evaluation Methods of Mathematics Study.