Research On The Ability Of Mathematization For Ninth Grade Students

The development of today's society and the progress of science and technology require people to use mathematization knowledge to solve problems in different fields,which is actually the process of mathematization.Therefore,the cultivation of mathematization ability is an inevitable requirement of the society for talent cultivation.The Mathematics Curriculum Standards for Compulsory Education(2011 edition)also shows the emphasis on the mathematization process in the course design ideas and the general objectives of the course,reflecting the training requirements for students' mathematization ability.But the current mathematics classroom in mathematization ability cultivation still exists some problems need to be solved,combined with the research on students' mathematization ability is less,it is necessary to further know the current level of students' mathematization ability and the difficulties with the process of mathematization,and it's also important to discusses the strategy of mathematization ability cultivation,etc.For this reason,the author analyzes the existing problems and causes through the investigation and interview research on the mathematization ability of ninth grade students,and puts forward targeted teaching strategies,hoping to provide necessary reference for teachers in the frontline of teaching.For the investigation and research on the mathematization ability of ninth grade students,firstly,construct the theoretical framework of the research with the mathematization ability as the core.Based on the classification of "number and algebra" in the Mathematics Curriculum Standards for Compulsory Education(2011 edition),three content dimensions were divided into equation and equation group,inequality and inequality group and functions.According to relevant theories,two process dimensions of horizontal mathematization and longitudinal mathematization are divided for each content dimension,and three levels of horizontal mathematization dimension and longitudinal mathematization dimension are further divided as the standard to measure the mathematization ability of students.Besides,according to the theoretical framework,the students' mathematization ability test is compiled,and the corresponding scoring standards are given.Then through the test of a small number of students to examine the rationality of the design of the test to modify and improve the test.Finally,a formal test was conducted.According to the test results,the overall,various dimensions,various levels of mathematization ability and the questions with poor answers in the test paper of ninth grade students were analyzed.What's more,the correlation between students' mathematization ability and their usual performance as well as gender differences were studied.In order to have a deep understanding of the difficulties and the reasons in the process of mathematization of students at all levels,part of the students and teachers in ninth grade were interviewed.At first.based on the theoretical framework,compile an interview outline for students and one for teachers.Next,select different levels of students and two frontline teachers to interview.In the end,according to the results of interviews,analysis,discuss and summary the difficulties and the reasons in each dimension and levels of students,and then put forward the targeted teaching strategy.The main conclusions of this study are as follows:(1)The overall performance of students' mathematization ability in each content dimension is relatively balanced.(2)The overall average level of students' horizontal mathematization is slightly lower than but close to Level 2.The overall average level of students' longitudinal mathematization reaches Level 2,and the ability of longitudinal mathematization is better than that of horizontal mathematization.Among them,students' overall performance of the first level of longitudinal mathematization is excellent,that is,the overall grasp of the basic concepts is relatively good;However,the overall performance of horizontal mathematization level 3 is not ideal,that is,most of the students can not correctly establish mathematical relationship in practical problems.(3)There is a strong positive correlation between students' mathematization ability and their usual performance.(4)The differences with gender difference of students' mathematization ability doesn't reach the significant level.(5)Students mainly have difficulties in understanding the questions meaning and establishing mathematical relationship in the horizontal mathematization.While in the longitudinal mathematization,students mainly have difficulties in calculation and logical reasoning.(6)Factors such as students' learning attitude,accumulation of life experience,mastery of basic knowledge,problem-solving habit,abstract generalization ability and logical reasoning ability will affect the development of mathematization ability.According to the results of the study,following teaching strategies are proposed: strengthen students' mathematical reading comprehension ability,abstract generalization ability and logical reasoning ability;strengthen the mastery of basic mathematics knowledge;pay attention to variant teaching;reasonably create a situation;guide students to construct chapter knowledge network.It is hoped that the above teaching strategies can effectively help students improve their mathematization ability.