The Performance Of Ninth Grade Students In Mathematical Language Conversion

Mathematics language is an important part of mathematics subject.Mathematics educator А·А·Столяр believes that mathematics teaching is the teaching of mathematics language,which shows the importance of mathematics language in teaching.In the mathematics curriculum standard of compulsory education(2022edition),"three meeting" is proposed.That is,they can observe the world with mathematical vision,think about the world with mathematical thinking,and express the world with mathematical language,and establish "three hui" as the core accomplishment formed by mathematics education,and the mathematical language conversion ability is closely related to the core accomplishment.The number and algebra section,as one of the four main sections of junior high school mathematics,is also the basis for other sections to express quantitative relations and calculations.Junior high school students have many difficulties in the number and algebra section,so this study takes the number and algebra as the carrier,aiming at studying the relevant situation of ninth grade students in mathematical language conversion,mainly including the following research questions:(1)In the field of numbers and algebra,how well do Grade 9 students perform in mathematical language conversion?(2)In the field of number and algebra,what difficulties do Grade 9 students have in mathematical language conversion?(3)What are the reasons that affect the mathematical language conversion of Grade 9 students in the field of mathematics and algebra?By combing literature,this study established a mathematical language conversion framework,and formed a mathematical language conversion test paper for ninth grade students based on this framework.Then,according to the test results,interviews were conducted with teachers and students,through which the reasons for the difficulties in mathematical language conversion were understood.The main research conclusions are as follows:(1)Students perform relatively well in the ability to convert graph language into symbol language,text language into symbol language and symbol language into text language,but not so well in the ability to convert text language into graph language,and not so well in the ability to convert symbol language into graph language and chart language into text language.(2)The main difficulties in the conversion of mathematical symbol language into written language are: incomplete information conversion and inaccurate expression of written language;The main difficulties in the conversion of mathematical text language to graph language are: language conversion error,incomplete expression of graph language,and completely unable to convert text language to graph language;The main difficulty of transforming mathematical language into symbolic language is that the symbolic language is not complete;The main obstacle of converting graphic language into symbolic language is language conversion error;The main difficulties in transforming mathematical symbol language into graphic language are image errors and inaccurate image language.The main difficulty for students to convert mathematical sign language into written language is the incomplete information of written language and the incomplete language conversion.(3)The main reasons for the difficulty in mathematics language conversion are as follows: teachers have low participation of students in teaching design,do not emphasize the standardization of mathematical language expression,lack of understanding of certain knowledge,and inadequate training of drawing skills.The main reason for the students is the lack of good math learning habits,the basic knowledge of math is weak.Based on the research conclusions,some suggestions are put forward to provide reference for front-line teachers.