Investigation And Study On The Ability Of Mathematics And Language Conversion In Shanghai High School Students

The language of mathematic is the system used to express mathematical idea,and the carrier of mathematical thinking.However mathematics is the most difficult and tough subject for students from Xinjiang Province,where the education falls behind comparing with developed areas.Developing students’ comprehensive mathematical ability is not only crucial to ethnic education but also one of the basic requirements for the economical development of the western China.We select Xinjiang students and local students as the research object.All of them are from a Shanghai high school.In particular,the class formed of Xinjiang students is named as “NGB” for short in the following text.This paper is aimed to provide the condition of NGB students’ shifting mathematical language for educators and analyze the factors resulting in the barrier of the transition of mathematical language for students from NGB.On the basis of the research of the transition of mathematical language,we conclude the barrier of shifting mathematical language for NGB students and what leads to the barrier in order to improve the mathematical teaching in NGB and promote the development of comprehensive ability for students in NGB.We use questionnaires,test papers and interviews as the ways of our investigation in the paper,aiming to study NGB students’ learning attitude on math language and their conversion among the verbal language,pattern language and symbol language so that we can illustrate the situation of NGB students’ difficulties in shifting mathematical language.We also compares the difference among students of the minority,the Han from NGB and the local in shifting mathematical language so as to give some suggestions with the integration of research results related to national education on mathematical language at home and abroad.The investigation of this study demonstrates:(1)The transition of symbol language is the most hard for students of NGB while shifting mathematical language.They did better in converting linguistic language to pattern language,but which is not multiple.And they have difficulties in finding out the implied conditions of signal language.(2)The minority students in NGB attributes the poor performance to the attitude towards studying math and not to the language(mandarin).There’s little difference in the conversion of mathematical language between the Han and the minority from NGB.(3)The local students do better than NGB students in the three forms of shifting mathematical language and NGB students face more challenges in understanding signal language than the Han from NGB and the local students.