Study On The Learning Obstacles And Countermeasures Of Analytic Geometry For High School Student

Analytic geometry is a required subject in the high school mathematics curriculum and one of the required knowledge points in the annual college entrance examination.However,students encounter numerous difficulties in learning analytic geometry,so that the teaching effect is poor.The purpose of this paper is to investigate the types of analytic geometry and its causes among high school students and to propose corresponding teaching countermeasures.In this paper,228 students in the second year of a senior high school in Wanzhou district of Chongqing have been investigated in the form of questionnaires,test papers and interviews including students’ emotional status of learning analytic geometry course;students’ basic cases for mastering some properties,concepts and relationships with linear position in analytic geometry course;applications for learned knowledge;reasons for obstacles and learning their strategies.Three categories of learning disabilities emerged from the data analysis:(1)affective obstacles: students’ lack of achievement and pleasure in learning analytic geometry,lack of self-confidence,fear of difficulty and resistance;(2)cognitive obstacles: obstacles in understanding and remembering analytic geometry knowledge,and problems in thinking ability;(3)application obstacles: lack of skills in dealing with problems,lack of arithmetic and graphing ability.By the questionnaires,test papers and interviews among teachers and students,the causes of students’ obstacles in learning analytic geometry are summarized into three levels:(1)the characteristics of analytic geometry knowledge,which is highly interconnected,highly transferable,and multifarious;(2)the causes of teachers’ teaching containing neglecting the process of knowledge generation,lacking in impartment strategies,and neglecting graphing and operations;(3)the causes of students containing insufficient motivations,lack of self-confidence,and the difficulties in comprehension and memorization,and operational errors.The following pedagogical countermeasures to overcome learning barriers are provided in conjunction with the survey and practice:(1)dealing with affective barriers:enhancing internal motivation and adjusting external motivation;enhancing self-confidence and emphasizing intellectual beliefs.(2)dealing with cognitive barriers:teachers should focus on knowledge transmission for overcoming comprehension barriers;instructing concept coding to strengthen knowledge memory;using reasoning skills to develop mathematical thinking.(3)dealing with application barriers: improving cognitive regulation and monitoring metacognitive strategies;standardizing graphing operations and strengthening mathematical thinking.