The Research On The Construction Of Evaluation Model Of Mathematical Conceptual Comprehension In Senior High School Students

Conceptual understanding enables students to go beyond factual and procedural understanding,acquire the ability to transfer knowledge and rationality across time and space,across context and culture,achieve in-depth reasoning and demonstration at the conceptual level,and find the order expression and essential law of things in the complex and changeable situation.The conceptual understanding of mathematics is an important link to promote the realization of a fundamental breakthrough in literacyoriented mathematics education,and the conceptual understanding of mathematics is a key guarantee for the implementation of the core literacy of mathematics.It is of great significance to cultivate students’ conceptual understanding.The main research problem of this study is the construction of an assessment model for high school students’ mathematical conceptual understanding.The solution to the problem provides reference and professional guidance at the level of assessment tools for monitoring the training quality of high school students’ mathematical conceptual understanding and the development of related teaching work.In terms of specific research ideas,firstly,the division of conceptual understanding gauge model and mathematical conceptual understanding index is taken as the base point of model construction.Through sorting out the historical development of conceptual understanding,combined with the opinions of experts and the observation of educational probation,the evaluation index system of senior high school mathematics conceptual understanding is determined from the analysis of the conceptual framework of conceptual understanding.The data from 498 teachers were collected to establish the structural equation model.The results showed that the data fit well with the model,and the model passed the first-order,second-order,and thirdorder data verification.Then,the data of 5 experts were collected,then the analytic hierarchy process was used to assign weight to the model,and the subjective weight results were obtained.First,the key elements of conceptual understanding were analyzed quantitatively to obtain objective weighting results,and the index system of mathematical conceptual understanding was preliminarily screened through interviews with 26 teachers.Then the exploratory factor analysis of 457 student data shows that the model index system is ideal.Based on the relevant results of confirmatory factor analysis,the model is weighted by the factor analysis method,and finally,the subjective and objective weighted results are obtained.The evaluation model of mathematical conceptual understanding of high school students is Y=0.28A+0.38B+0.34C.Respectively,A,B,C represents "subject meaning construction ability" "mathematical construct ability" and "original transfer ability".Finally,based on the evaluation model,a test paper on the mathematical conceptual understanding of high school students was prepared,and 303 high school students were surveyed.The results showed that the student’s conceptual understanding of mathematics was at the middle level.Through correlation analysis,it is found that there is a certain correlation between students’ conceptual understanding of mathematics and mathematics achievement.The results of the survey accord with the actual situation,which indicates the effectiveness and operability of the evaluation model and has certain practical value.For the first time,this study constructs a mathematical conceptual understanding assessment model for senior high school students and compels relevant measurement tools.Based on discussing the limitations of the research,the future research direction is prospected.