A Study On Origin And Countermeasure Of Function Learning Disabilities From Senior High School Student

Functions is core content of high school mathematics. Function knowledge is basis of high school mathematics; Function idea is one of basic thought of human; Function method is solutions to practical problems of mathematics; Function model is basic tools of number of relationships of the real world. By using the function, senior high school student are able to make them ability of thinking more precise, which results in consciousness of innovation, and better ability of practice.But senior high school student can have abstract and symbolic of function to learning disabilities. Functional knowledge is very important for students. So, my research has important implications.In this paper,I begin a series of research about learning disabilities from questionnaire, test questions, interviews.There is just as much conclusion for the research.Some students experience foundation as a barrier to learn, because of non-intelligence factors, intellectual factors, family factors, school environment. All data were processed from non-intelligence factors, mono factor analysis of variance were found that everyone’s interest. Habit, attitude were different.All data were processed from intellectual factors, mono factor analysis of variance were found that everyone’s attention and thinking were different. All data were processed from student problems, mono factor analysis of variance were found that everyone’s teaching methods, growth environment, gender differences were different. From the results of test questions, lack of function definition and three elements understanding caused learning disabilities among students.From the results of test questions, lack of image change other knowledge understanding caused learning disabilities among students.From analysis of test questions were installed with SOLO classification, the underlying causes of this are a weak function knowledge system of students to learning disabilities. Finally, we can reduce students with learning disabilities of function to mathematical symbols disorder, mathematical thought disorder, meta-cognitive disorders, non-cognitive disorders.At the end of the article, some conclusion should be drawn after my research. Student’s understanding is based on inherent nature of mathematical symbols.Functions teaching is based on Shuxingjiehe thought and graphics teaching. Math learning of students are based on Polya problem-solving ideas and important mathematical model.Student learning is based on metacognitive monitoring and metacognitive questions. Student learning is based on good habits, suitable means and strong interest in mathematics.