A Survey On The Current Status Of The Learning Level Of The Concept And Properties Of Functions Among High School Students Based On Non-intelligence Factors Of Mathematic

Function is an important mathematical model that depicts quantitative relationships in the real world,and is related to almost all fields of knowledge.As one of the main lines of high school mathematics curriculum,function runs through the entire high school mathematics learning.As the starting point for students to learn high school functions,the concept and nature of functions are self-evident in their importance.Mathematical non-intellectual factors are important factors that affect students’ mathematical learning level,and non-intellectual factors have a significant positive correlation with academic performance.They play a role in motivation,orientation,and maintenance in learning activities,and are one of the important factors that affect learning efficiency and academic performance.Based on the above analysis,the issues that need to be addressed are:(1)What is the current level of learning about the concepts and properties of functions for senior high school students?(2)What are the effects of mathematical non-intelligence factors on the learning of the concepts and properties of functions for senior high school students?The research adopts literature analysis,survey,and statistical analysis methods to address question 1: analyze the current situation of students’ learning level of the concept and nature of functions through the preparation of a test paper on the concept and nature of functions,and with the help of SOLO classification evaluation theory;In response to question 2,a survey of students’ non-intelligence levels was conducted using the "Questionnaire on the Non Intelligence Characteristics of High School Students’ Mathematical Learning" developed by Wang Guangming’s team.On this basis,the correlation and difference between mathematical non-intelligence factors and the concept and property learning level of high school students’ functions were analyzed,and the impact of mathematical non-intelligence factors on the concept and property learning level of high school students’ functions was explored.Research conclusions:(1)Current situation of learning the concepts and properties of functions for senior high school students: The overall level of learning the concepts and properties of functions for senior high school students is between the single structural level and the multiple structural level,which is closer to the multiple structural level.Students can solve some relatively simple problems,but their ability to comprehensively apply knowledge to solve problems is insufficient,and their mastery of knowledge is isolated,and they cannot well integrate knowledge.Regarding the concept of functions: Students have a general grasp of functions as a whole,especially their understanding of the definition of functions,and are unable to understand the essence of the concept of functions;For the properties of functions: students have a relatively good grasp of the monotonicity,maximum,and parity of functions,but students have a poor grasp of describing the properties of functions using symbolic language;Comprehension of the concept and properties of functions: Students have the worst mastery,especially the integration of monotonicity and parity of functions,which cannot well integrate the different properties of functions to solve problems,and exposes the weak mathematical consciousness of students.(2)The impact of mathematical non-intelligence factors on the learning of the concept and nature of functions for senior high school students: On the whole,there are significant differences in the learning level of the concept and nature of functions for students with different non-intelligence levels,with the degree of impact reaching a large effect.Specifically,the learning level of the concept and nature of functions for students with excellent non-intelligence levels is significantly higher than that of students with poor non-intelligence levels.In the first level dimension,motivation,emotions,attitudes,willpower,and personality have a significant impact on the learning level of students’ concepts and properties of functions.In addition to the small effect of personality dimension on the learning level of segmented functions,other dimensions have a moderate or above effect on the learning level of each dimension of function concepts and properties.Specifically,motivation The concept and nature of the function for students with excellent grades in their attitude and willpower dimensions are higher than those with poor grades in their learning,while the concept and nature of the function for students with middle to upper grades in their emotional and personality dimensions are higher than those with poor grades.Among the secondary dimensions of mathematical non-intelligence factors,except for the questioning spirit dimension,the other 12 sub dimensions have a significant correlation with the learning level of the concept and nature of functions,while the correlation between the questioning spirit and the monotonic learning level of functions is not significant.