A Survey On The Understanding Level Of "Image Transformation" By High School Mathematics Teacher

The eternal pursuit of mathematics education is understanding,which is a hot issue of current mathematics education.Image transformation,which plays a significant auxiliary role in the study of function problems is the main learning content of high school as well as means to solve the function problem.This paper takes "image transformation" as the starting point and investigates the current situation and influencing factors of high school mathematics teachers’ understanding of image transformation.First,it elaborates on the background of the topic,the research questions and the significance.Furthermore,it systematically collates literature and materials at home and abroad related on "image transformation" and "level of understanding",and summarizes the main research conclusions.At the same time,the article sorts out content on the SOLO classification evaluation theory.Based on this,it defines the image transformation according to the understanding of high school mathematics teachers and chooeses a sum of 41 high school mathematics teachers,who are from one key and two normal high school in Urumqi,Xinjiang,as the research objects.Through self-made test papers,interviews and lectures to explore the main factors that affect the high school mathematics teachers’ understanding of image transformation as well as image transformation.After the investigation and research,following conclusions are obtained:First,the status quo of high school mathematics teachers’ understanding of image transformation:(1)Most high school mathematics teachers’ understanding of image translation transformation is at abstract expansion hierarchy,and most of them have a good command of image translation transformation with lacking the connection with the advanced mathematics;(2)The understanding of image expansion and transformation by high school mathematics teachers is at the level of association hierarchy,lacking the application expansion of telescopic transformation;(3)The understanding of image rotation transformation by high school mathematics teachers is basically at the level of multi-level hierarchy.There is a lack of in-depth exploration of the rotation transformation.Second,the main factors affecting high school mathematics teachers’ understanding of image transformation:(1)mathematics teachers’ professional knowledge about image transformation;(2)mathematics teachers’ own teaching experience;(3)mathematics teachers’ research and reflecting on mathematics content;(4)students’ degree about image transformation and learning attitude.Third,suggestions and inspirations:(1)Grasping the essence of image translation transformation,learning the connection between translation transformation and advanced mathematics knowledge deeply,(2)Summarizing the classic examples of image expansion and transformation and strengthening the special expansion application;(3)Paying attention to rotation transformation and learning the roof of the matter.