A Survey Research On Mathematical Symbol Sense Of Low-Grade Pupils In Primary School

Symbol consciousness is an important teaching objective in the mathematics curriculum standard, it is closely connected with numbers and algebra, and the cultivation of the elementary school mathematics symbols consciousness has become the key point of the mathematics study in recent years. With the development of the elementary school mathematics teaching reform, the teaching content of graph equation got fully strengthened. This part of the teaching content mainly involves the cognition of basic graphics and the basic way of thinking of the equation, which at the same time, reflects the students’ symbol consciousness. Since the equation thinking requires higher logical thinking ability, and due to its restriction by students’ symbol consciousness development, Whether it is appropriate to teach graphics equation at primary school, especially the first and second grade has become the focus of teaching researches. The main content of this study is the current situation of symbol consciousness of Grade 1 and 2 students in elementary schools in our country. Specifically, this research mainly focuses on the following questions:1.The investigation and analysis of Grade 1 students on symbol consciousnessIt includes perception of the symbols, refinement of symbols and the use of symbols of the students of Grade 1. Then it conducts a comparative study of the characteristics of the manifestation and features of the students.2.The analysis of the difference of Grade 1 and 2 students’ strategy of the graphic equation inferenceWith the help of 2 graphic calculation equation questions, the study aims at finding out whether there is difference in problem solving strategy between Grade 1 and Grade 2 students. Also, this research investigates the emotion students have on graphic equation inference, thereby contributing to a more appropriate way to take in the teaching process, strengthening students’ interest in graphic equation inference, which at last, fully improving teaching effectiveness.Through the survey, we found that students of Grade 1 had a pretty good sense of the symbol consciousness, but the perception of the symbol, the refinement of the symbol, and the use of the symbol varied from person to person:(1) The overall situation of the students perception to mathematic symbols is pretty ideal: students percept the operators and are able to understand the substitution of the equation of graphics in equations.(2) The students of Grade 1 have difficulty in language conversion of text and symbols, lacking in the ability of transforming relation symbol of written language into the relation symbol of mathematic language.(3) We also found the symbol consciousness had been influenced by the age of the students and teaching. In the survey, we learned that when students of Grade 1 and Grade 2 solved graphic inference problems, the passing rate was almost the same, but the choices of problem solving strategy were different. The students of Grade 1 had not been systematically studied, and there was no specific cultivation of symbol consciousness. Compared with the students of Grade 2, the students of Grade 1 applied more strategies. Some relied on life experience, using make up to get a result, and some applied algebraic approach. While the students of Grade 2, with the schools’ teaching and symbols of consciousness, more systematically understood the graphic inference problems than the students of Grade 1. Therefore, more students chose algebraic methods to solve problems, and were more unified in the selection of the strategy.