Research On The Cultivation Of Problem Representation Ability Of High School Students

In the process of solving mathematical problems,in fact,the most important thing is the "problem characterization" stage,which is the prerequisite and basis for the final problem solving.The performance characteristics of high school students in the ability of mathematical representation are that they will choose reasonable internal representations or external representations to represent the problem,and process the representations given,and students will structure their ideas with standardized representations.In this article,I will clarify the concept of problem representation,classify the form of problem representation according to the concept of problem representation,divide it into internal representation and external representation,and combine mathematical examples and teaching fragments to illustrate.Next,classify the ability level of problem characterization and use a ladder diagram to show the relationship between characterization capabilities,and also illustrate with examples.The key part of this article is the design,survey and analysis of questionnaires and test papers.I choose the method of sampling survey,combine the actual situation of high school students in real teaching and the classification of problem representations to make survey data,and investigate the possible existence of students in solving mathematical problems The problem and the factors that affect the characterization of the student's problem.The article discusses based on the survey results and found that the factors affecting students' problem representation ability are mainly divided into two aspects,one is knowledge factors,and the other is students' ability to represent problems.Finally,corresponding strategies are proposed according to the influencing factors,so as to help students to represent the problem internally and externally in teaching.In terms of knowledge,teachers should cultivate students' accurate interpretation of concepts and theorems,and improve students' CPFS structure;On the other hand,teachers should train students in the selection of key sentences and implicit conditions in student question representations,conversion training of different representation types,concentrated training of type questions,examples,and practical operation training,so that most students can learn in mathematics.Master skills,regain confidence,and improve math scores.