Research On The Current Situation Of High School Students’ Acquisition Of Mathematical Symbol Language

The standard of mathematics curriculum for compulsory education clearly put forward that we should train students’ symbol sense. The entire sencondary stage is a critical period for students to study and grasp mathematical symbols. Junion high school is formation the perceptual knowledge of mathematical symbola. Preliminary arrival the destination to simplify and accelerate the students’thinking process. On the other hand, senior middle school is formation the rational knowledge of mathematical symbols. On the stage, the width, breath, and depth all aspect of mathematical symbols have deepened, which can achieve the purpose of training students’abstract thinking. Learn the language of mathematical symbols is the key to learning mathematics. For this, the research investigated the students of senior middle school and learn about their current situation on master the language of mathmatical symbols.Firstly, the article will introduce the research background and significance. And assuming that there was a positive correlation between the mastery degree of mathematical symbols and math scores of students. The article thinking that if understand the mastery degree of mathematical, can open up a new research avenue for solve the problem of "poor students". And then summarize related the research ststus, including mathematical language, symbol sense of mathematical, and language of mathematical symbolas.Secondly, defines the meaning of mathematical symbol language. And based on the secondary school mathematics divide the different forms of mathematical symbol language. And introduce the features of mathematical symbol language, from the intuitive nature and connotations of transfer mathematical meaning of mathematical symbols. From the visual, mathematical symbols has the features of indirectness and intuition; From connotations of transfer mathematical meaning has features of abstration, complexity, accuracy, normalization. And the, introduce the value of mathematical symbol language. Besides introducing its value for the development of mathematics, and contact its relationship with mathematical thinking and high school math learning to introduce its value. Consider that mathematical symbol bearing mathematical knowledge, which is the carrier of mathematical knowledge and dependence tools of mathematical thinking. On the other hand, mathematical symbols has its own beauty which can inspire students to learn mathematics. After, summarise the mathematical symbols’diversity of transfering mathematical meaning, that the same mathematical symbols can carry different mathematical sense, and the same can also be expressed mathematically by different mathematical symbols.Thirdly, this study points out the survey object and the pocess of specific investigation. And based on collected data in the survey and utilize software to analyze the current situation of high school students to master the mathematical symbol language.In this study, obtaining main conclusions are:(1)For the same symbolic language of mathematics, different students have different interpretations, for the same mathematical sense, the results of different students with mathematical symbols language is different.(2) Students are generally considering that it is important to explain and analyze the mathematical symbols. (3) Better grasp of the symbolic language of mathematics students, the better their math. On the contrary, the more poor students to master the language og math symbols, they are more bad math. On the other hand, reach the main difficulities of the high school students in learing math symbol language are:(1)when more mathematical symbols are combined together, the student have difficulity to understand and express the symbol, that can not accurately understand composite symbol. (2)Students can not clearly and accurately grasp that the same mathematical symbols can have different mathmatical meaning, the same can not grasp the mathematical meaning can take a variety of mathematical symbols. In other words, students who understand the mathematical symbols is single.(3) Exist not only inaccuracis and imperfection expressed but also writing is not normatice. (4) Not good at transformation between mathematical symbol language and written language. (5)It is prone to the phenomenon of negative transfer when students writing or uesing of mathematical symbols.Finally, according to the results of the study, rethink the mathematical symbol language teaching. Analysis the current status of mathematical symbols language teaching. And thinking that teachers’ teaching have great influence on students for their study mathematical symbol language. And fut forward teaching suggestions, aiming at mathematical symbol language teaching.