High School Functions Based On Multiple Representation Theory Concept Teaching Research

"Functions",as the core content of high school mathematics,runs through the entire process of high school mathematics learning,so the concept of functions as the basis of function content is particularly important.The abstraction of the function concept makes it difficult for most students to accurately understand the substantive meaning of the concept,because the function concept has the characteristics of multivariate representation,which is closely related to the theory of multivariate representation.Through the review of a large number of literature,the author shows that the multivariate representation theory has a certain guiding effect on the teaching of function concepts.This paper takes multivariate representation theory as a guide,takes the high school function concept as an example,and explores how to use multivariate representation theory to improve the teaching effect of function concept.This paper first uses the literature research method to sort out the related researches on the theory of multi-representation and the teaching of functional concepts.Through the questionnaire survey,we can understand the current situation of high school students’ learning of function concepts and their understanding and mastery of function concepts,and analyze the problems and causes of students’ learning of functions.At the same time,through special interviews with high school mathematics teachers,the problems existing in teachers’ function teaching and the measures to solve them are obtained.The survey results show that most students cannot accurately grasp the connotation of the function concept.Therefore,based on the theory of multi-representation,this paper analyzes the multi-representation characteristics of the concept of function,and designs a teaching model,teaching process and principles of the concept of function based on the theory of multi-representation to help students understand the concept of function comprehensively and intuitively,and design specific functions.Conceptual instructional design.In order to test the validity of the model,a teaching experiment was carried out on the teaching design of the function concept,and the validity of the teaching design was verified by analyzing the pre-test and post-test data of the experimental class and the control class.Experimental research shows that it is feasible and adaptable to apply the mathematical multi-representation theory to the teaching of function concepts,which is beneficial to the formation and development of function concepts.The multi-representation-base functional concept teaching model can facilitate students to complete the translation and translation between the multi-representation of functional concepts,help students understand the essence of functional concepts,and provide a reference for front-line high school math teachers when using multi-representation to teach mathematical concepts.