Research And Practice Of High School Mathematics Concept Teaching Based On APOS Theory

High school mathematics contains a large number of concepts,which supports the high school mathematics knowledge system.High school mathematics concept teaching is a very important part of high school mathematics teaching.The new round of curriculum reform requires mathematics teachers to implement core literacy oriented mathematics teaching.Teachers need to take into account students’ cognitive system on the basis of grasping the logical system of mathematical knowledge,and let students experience the process of summarizing and summarizing the essence of research objects,so as to develop students’ rational thinking and scientific spirit,not just the accumulation of mathematical knowledge.The abstract process of the formation of high school mathematical concepts can well develop students’ mathematical abstract literacy.High school mathematics teachers should pay attention to let students experience the process of summarizing and summarizing the connotation of mathematical concepts.APOS theory helps students to explore the process of concept formation under the guidance of teachers,so as to construct the concept system and develop the core literacy of related mathematics disciplines.This paper mainly discusses the high school mathematics concept teaching based on APOS theory,so as to provide reference for optimizing the high school mathematics concept teaching.Function is one of the most important concepts in high school mathematics,and it is also difficult for students to understand.Combined with the author’s experience in teaching in the front line,this paper takes the concept teaching in function teaching as an example to explore how to optimize the concept teaching of high school mathematics using APOS theory.First of all,by combing and analyzing the APOS theory,the concept teaching in senior high school mathematics concept teaching and function teaching,the research methods and ideas are proposed on the research content.Secondly,based on the definition of mathematical concepts and the study of APOS theory,this paper discusses the feasibility of applying APOS theory to the teaching of mathematical concepts in senior high school.Thirdly,through the investigation,it is found that there are three problems in the high school mathematics concept teaching in the author’s area.First,some high school students have low initiative in learning high school mathematics concepts;Second,some high school mathematics teachers do not understand the original cognitive structure of students when teaching high school mathematics concepts;Third,some high school mathematics teachers directly give high school mathematics concepts in the form of conclusion,without allowing students to experience the process of induction and generalization.Finally,according to the theoretical analysis and survey results,the principles and strategies of optimizing the teaching of mathematical concepts in senior high school based on APOS theory are proposed.Taking the concept of function,exponential function and trigonometric function as examples,the teaching design of senior high school mathematics concept based on APOS theory is carried out,and the comparative experiment between teaching based on APOS theory and conventional teaching is implemented.This paper applies APOS theory to senior high school mathematics concept teaching,in order to help students experience the process of summarizing and summarizing the connotation of mathematics concepts,so as to deepen students’ understanding of concepts and develop students’ core literacy of related mathematics disciplines.It is expected that the relevant research can provide reference for senior high school mathematics teaching workers.