大学生数学史素养调查与分析

发布时间：2018-06-14 00:22

本文选题：数学史 + 方差分析　；参考：《海南师范大学》2013年硕士论文

【摘要】：本文主要研究大学生的数学史素养,对海南师范大学数学专业学生的数学史素养进行问卷调查和访谈的形式,问卷调查由以下三方面组成：(1)对数学史的认识(即从情感态度价值观上对数学史的评价)；(2)知道的数学史(学生掌握的数学史知识)；(3)运用数学史的能力。问卷调查的具体内容见附录。第三章主要用方差分析、多重比较、线性回归等数学知识,借助于SPSS18.0统计软件包对数据(即问卷调查中的打分)进行分析,得到了以下结果：(1)对不同年级进行差异性分析,不同年级的数学史水平不同,大二、大三、大四依次递增,且两两之间存在显著性差异(p=0.000.05)。(2)对实验组与对照组进行差异性分析,实验组跟对照组之间存在显著性差异(p=0.000.05),数学史教育与学生数学考试成绩呈正相关。(3)对三个组成部分间进行线性分析,学生对数学史的认识、知道的数学史与运用数学史的能力这三部分之间呈显著正相关(p0.01)；(4)对数学史素养与学生的成绩进行线性回归分析,两者之间成正相关,相互影响显著。以上是对原始数据进行了分析,但在实际生活中人们更关心的是等级划分(比如优秀、良好、一般、不合格等),所以在第四章用灰色聚类法,对学生掌握的数学史素养水平进行等级划分,通常人们认为90-100为优秀,80-90为良好,60-80为一般,60以下为不及格。按这种划分79为一般,80为良好,但是79与80区别并不大,这种划分并不十分合理。所以再用模糊聚类法。基于第三章和第四章的研究,我们得到如下结论：大学生已具备一定的数学史素养,但是整体水平稍差。具体的来讲(1)师范类数学专业学生对数学史的认识已经达到一定高度；(2)但学生知道的数学史知识并不多；(3)学生运用数学史的能力相对较差,实验组跟对照组没什么差异。并对如何提高学生的数学史提些教学策略。(1)大学老师在上数学专业课时能从相关数学史讲起；(2)提高选修课的质量,延长选修课的时间,考虑选修课转化为必修课,分四年教授；(3)形成良好的数学史氛围,多举办数学史讲座、数学史趣味演讲等,调动大家的积极性。
[Abstract]:This paper mainly studies the mathematics history literacy of the college students, and carries on the questionnaire survey and the interview form to the mathematics history literacy of the mathematics major students of Hainan normal University. The questionnaire survey consists of the following three aspects: the understanding of mathematics history (that is, the evaluation of mathematics history from the view of emotional attitude and values), and the ability of using mathematics history (students' knowledge of mathematics history). The specific contents of the questionnaire are attached. The third chapter mainly uses the mathematical knowledge such as analysis of variance, multiple comparisons, linear regression and so on, with the help of SPSS 18.0 statistical software package to analyze the data (that is, the score in the questionnaire), and obtains the following results: 1) to analyze the differences of different grades. The level of mathematics history of different grades was different. The difference between the experimental group and the control group was analyzed, and there was a significant difference between the two groups, the sophomore, the third and the fourth year, and there was a significant difference between the two groups. There was a significant difference between the experimental group and the control group. There was a significant difference between the experimental group and the control group. There was a positive correlation between the mathematics history education and the scores of the students' mathematics examination. The linear analysis of the three components was carried out, and the students' understanding of the history of mathematics was analyzed. There is a significant positive correlation between the known mathematics history and the ability to use mathematics history. (4) A linear regression analysis is carried out between mathematics history literacy and students' achievement. There is a positive correlation between the three parts and the interaction between them is significant. This is an analysis of the raw data, but in real life people are more concerned with gradation (such as excellent, good, average, unqualified, etc.), so in Chapter 4, grey clustering is used. According to the level of students' mathematics history literacy, it is generally considered that 90-100 is excellent 80-90, good 60-80 is normal and below 60 is flunked. It is good to divide 79 into general 80, but the difference between 79 and 80 is not great, and this kind of division is not very reasonable. So the fuzzy clustering method is used. Based on the research in the third and fourth chapters, we draw the following conclusions: college students have some mathematical history literacy, but the overall level is slightly poor. To be specific, students of normal mathematics majors have reached a certain level of understanding of mathematics history. But the students do not know much about the history of mathematics. 3) students' ability to use mathematics history is relatively poor, the experimental group and the control group have no difference. And how to improve students' history of mathematics. 1) the university teachers can start from the relevant mathematics history to improve the quality of elective courses, prolong the time of elective courses, and consider the conversion of elective courses into compulsory courses. In order to arouse the enthusiasm of the students, we should form a good atmosphere of mathematics history, hold more lectures on history of mathematics, and give interesting lectures on history of mathematics.
【学位授予单位】：海南师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G642;O1-4

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