The Formation And Development Of Junior High School Students' Mathematical Representation Ability

The question of representation has always played an important role in emerging disciplines such as cognitive psychology,basic subject education,artificialintelligence,cognitive neurology,and neuropsychology.Mathematical representation is very important in solving problems and students learning mathematics.Mathematical representation ability has also been put forward many times in major national mathematics curriculum standards and PISA evaluation projects.However,our country has less research on mathematic representation ability evaluation framework.The Formation and Development of Students' Mathematical Representation Ability in Each Academic Period is lacking.This study will be based on the Chinese mathematics curriculum standards since the 20 th century,major national mathematics curriculum standards,PISA evaluation projects and related literature at home and abroad to give the connotation and level of the mathematical representation ability of each segment.In this study,the connotation of mathematics representation ability in primary school refers to the ability to grasp the representation of numbers,to use different representations of geometry and space,and to select and use appropriate methods to explain problems in simple questions;to compare and evaluate others Methods.The connotation of mathematics representation ability in junior high school stage refers to the ability to use,interpret and distinguish different forms of mathematical representations,to understand the relationship between different representations,and to select and replace different mathematical representations according to circumstances and purposes.The connotation of the mathematics representation ability in the high school stage refers to the student's choice of a reasonable way of expression,mathematical representation,and processing of the given representations,including textual languages,graphical languages,and symbolic languages.Studentswill structure and demonstrate their ideas with standardized representations,and conduct argumentation and problem solving.The author divides the level according to the connotation of the mathematic representation ability of each school segment.For the development of mathematics representation ability of junior high school students,the author uses the test volume,based on the evaluation framework of mathematical representation ability,using probabilistic statistics theory,and SPSS software-assisted analysis,to conclude that the selection of algebraic methods and arithmetic methods for boys and girls of different grades is different.With the increase of grades of male students,the proportion of algebraic methods has been increasing.With the increase of grades,the female students' method selection rate decreases first and then increases.At the later stage of junior high school,both male and female students have nearly equal choice of the two methods.In the development of mathematics mathematics representation level 1 in junior high school,the ratio of the number of people reaching the standard decreased first and then increased.By grade nine,about three-quarters of the students can reach level one.For Level 2development,the proportion of people reaching the standard decreases first and then increases.By the end of the ninth grade,about half of the students can reach Level 2.With respect to the development of Level 3,the proportion of people reaching the target has been kept increasing.By the end of the ninth grade,about one in five students can reach Level 3.With the increase of grades,the intrinsic ability of knowledge is gradually increasing.