Investigation On The Mathematical Communication Ability Of Seventh Grade Students In Class

As one of the core competencies of mathematics,mathematical communication has always been valued by educators.Mathematical communication in the classroom,whether its content is mathematical thinking or mathematical knowledge,is conducive to promoting students to deepen their understanding of mathematical concepts in the two-way communication between teaching participants,so as to cut into the nature of the problem to clarify vague cognition.Therefore,a comprehensive investigation of students 'mathematical communication ability in the classroom is crucial to solving the problem of how to cultivate students' mathematical communication ability in the classroom,and it can also provide factual basis for developing effective mathematical communication in classroom teaching.Summarizing domestic and foreign relevant literature,this study has compiled the analysis framework of classroom mathematics communication ability characterized by discipline and interaction;using classroom observation method,taking a class of a junior high school in Zhejiang Province as the survey object,recording seven regular mathematics concept classes;using the corresponding coding table,the five factors of classroom mathematics communication ability are divided into four levels of 0-3.This research is expected to solve the following two problems: the performance of seventh grade students' classroom mathematical communication ability and the relationship between the problem situation set by teachers and students' mathematical communication ability in class.After data sorting and analysis,the following research conclusions are obtained:First,the overall level of classroom mathematical communication ability of seventh grade students is good,reaching level 2 in the main.Among the four internal elements of mathematical communication in the classroom,the students' level of "information understanding" and "mathematical language" is higher,but the level of "explanation" and "willingness to communication" is lower,the clarity and logic of explaining mathematical thinking needs to be improved,and the initiative to participate in discourse needs to be enhanced.In addition,it is found that students' ability to explain mathematical thinking is related to their level of mathematical language and information understanding.Second,as the organizers of classroom teaching,the "question situation" created by the teacher is a situational factor affecting students' ability of classroom mathematics communication..The more challenging the questions created by teachers are,the more able they are to urge students to explain the logic and basis of mathematical thinking in detail,choose the appropriate mathematical language to clarify and express,and the more able they are to motivate students to actively participate in class discussions.Therefore,when designing mathematical problems or tasks,teachers should pay attention to whether the problem situation is conducive to the activity of students' communication,whether it affects the choice of problem-solving methods and the opportunity to explain.Based on the above conclusions and the actual situation of classroom teaching,this study gives suggestions to cultivate students' mathematical communicate ability in the classroom.