Study On Mathematical Operation Ability Level Of High School Science Students In Grade Three

Mathematical operation ability, one of the six core mathematics literacy, not on-ly affects the development of other abilities, but also the learning of other subjects. So the study of mathematical ability is essential. Now the high school curriculum is being reformed by the Ministry of education and the new high school curriculum standards are to be released. So understanding the level of high school students’ mathematical operation ability is of great importance. Through the interpretation of the mathematics curriculum standards development progress reported by the North-east Normal University, the writer adopts the definition of mathematical operation ability proposed in the meeting. It is referred to the ability of solving mathemat-ical problems using algorithms after clearing the operand. It mainly includes the understanding of the operand, the mastering of the algorithms, the exploring of the operations, the selecting of algorithms, the designing of computing process and the ability of obtaining results. Then the writer classifies the level of the mathematical operation ability and develops a test using basic elementary function based on the people’s education version of the senior high school textbook compulsory 1 Chapter 2 as carriers. The test is compiled a set of senior high school science students who are in Grade 3 to get the level of their mathematical operation ability. In addition, the writer analyses their typical mistakes specifically to understand the problems of their mathematical operation capacity. It expects that it will help teachers to know about the current level of the senior grade 3 high school students’ mathematical operation ability before the new high school curriculum standards are implemented and have a definite object in view when facing the reform.Through the test and analysis, it shows that mathematical operation ability level of high school science students who are in Grade 3 is not high. But there exists dif-ference between students of different types of schools. In good schools, students’ level of mathematical operation ability is higher. They memorize basic concepts and for-mulas more firmly, think more comprehensively. There is no significant difference in mathematical operation ability between boys and girls, and all of them have thinking problems.Therefore, the writer gives some recommendations on these phenomena and main problems. First, get rid of the impact of examination-oriented education slowly under the background of quality-oriented education. Basic skills that are required must be mastered instead of examination purposes. This notion must be improved between s- tudents and teachers to truly strength students’ mathematical ability. Second, schools of different regions and different levels of schools can have some teaching and research activities together so that they can broaden their horizons and learn from each other through mutual exchange and learning. Third, there is no need to make a difference between boys and girls in the aspect of mathematical operation ability. Fourth, we should pay attention to strengthening the consolidation of concepts, formulas, rules and other basic knowledge in teaching. Errors that students make easily must be explained in different ways so that they can have gong understanding and a profound memory. Fifth, we must be practical and realistic according to different levels of students. Students whose foundation are not good must consolidate the basis, as the saying goes Great oaks grow from little acorns. Sixth, students must jump out of the mind set, find the best way to solve the problem flexibly, develop a good habit of com-prehensively thinking and testing. Seventh, we must pay attention to use a variety of methods in explaining the topic and understanding advantages and disadvantages between different methods so that students will have a deeper grasp by comparing the knowledge. We also should pay attention to the development of students’ divergent thinking. Eighth, students must learn to fully tap conditions, simplify the problem solving.