A Research On The Mathematical Communication Ability Of Senior Sophomores

The new high school curriculum standard(2017 edition and 2020 revision)puts forward six core qualities,which clearly require mathematical communication in the level division of core qualities.Therefore,mathematical communication ability is crucial for students.Mathematical communication can not only enable students to explore different mathematical viewpoints,promote the understanding of mathematical knowledge,but also stimulate the interest in learning and cultivate a healthy emotional attitude.Therefore,the study of high school mathematical communication ability has practical significance.This paper mainly studies the mathematics communication ability of Grade 2students.Firstly,the concept of mathematical communication and mathematical communication ability is defined,and the level of mathematical communication ability is divided into three levels.Then,the questionnaire survey and interview method are used to investigate the status quo of mathematical communication.Secondly,through the paper-and-pencil test,combined with interviews,the level of mathematical communication ability was analyzed from different qualitative and quantitative perspectives.Finally,it provides some suggestions for developing mathematical communication activities.The main conclusions of this study are as follows:1.Investigate and interview the status quo of mathematical communication in four dimensions,including consciousness,mode,content and effect of mathematical communication.The results show that :(1)Students have a strong sense of mathematics communication,but they do not take the initiative to speak in class;(2)Students’ mathematics communication is more inclined to student communication,rather than teacher-student communication;(3)Students’ mathematical communication content is not rich enough and they are not used to evaluating others’ mathematical viewpoints;(4)There is no significant difference between the genders in the four dimensions of mathematics communication consciousness,mode,content and effect,and there is significant difference between different arts and science classes.Science classes are better than arts classes,and students in demonstrative high schools are better than ordinary high schools.2.Through the paper and pencil test survey and interview,it is found that the mathematical communication ability of Grade 2 students is at the middle and upper level,and there is still a lot of room for improvement.The survey shows that :(1)In terms of gender,there is a significant difference in mathematical communication ability,and the communication ability of boys is higher than that of girls.(2)In the liberal arts class,there is a significant difference in the level of mathematical communication ability,and the science students are better than the liberal arts students.(3)There are differences in mathematical communication ability among students of different levels.Excellent math students are better than poor math students.The level of mathematical communication ability is significantly positively correlated with the academic performance of middle math students,but not significantly correlated with top students and poor math students.(4)In different content,students’ mathematical communication ability is related to the communication content.Based on the results of the study,the teacher in training students’ mathematics communication ability when inspiration is: create appropriate mathematical communication environment,carry out diversified mathematics exchanges,the idea of difference education play "Pygmalion effect",transformation of training students’ mathematical language ability and multi-dimensional evaluation of students’ mathematics exchanges.