Investigation And Research On The Consciousness Of Mathematics Symbol Of 4-6 Grade Pupils

The primary mathematics curriculum standards(2011 edition),points out that in the elementary school stage need to cultivate the students' consciousness of symbols.In the curriculum standards,symbol consciousness as a teaching goal,is closely related to the elementary school mathematics content,to mathematics teaching effect has a very important influence.Under the condition of the new curriculum reform,teachers should attach importance to the cultivation of elementary mathematics symbols consciousness,and for the primary school students,to learn mathematics,really learn mathematics,it is necessary to form a good sense of mathematical symbols.In the subject of mathematics,mathematical symbols,as an important component,and also the key to understand the mathematical vector.With the development of education and the renewal of teachers' sense of consciousness,the cultivation of symbol consciousness has become the important content of primary school mathematics teaching.However,on the current situation of the elementary school mathematics teaching,students' mathematical symbols consciousness is relatively weak,and there are a lot of problems.Therefore,it is necessary to speed up the cultivation of the consciousness of mathematical symbols,in order to enhance their ability to apply mathematics.But consciousness symbol in the elementary school stage is only in the bud,so in primary school teaching can not be too much emphasize symbols,teachers should grasp the scale,if cause too much psychological pressure to students,will be more afraid of mathematics.This research through the questionnaire survey of Hebei province Xuanhua District Mishi Street primary school grades 4—6 students,understand the learning situation of students,mathematics achievement and learning attitude,students learn math problems and resolve the situation,students' consciousness of mathematics symbols,Find out the primary school students in the mathematical symbol language learning will produce specific problems,including students' understanding of symbolic language,emotional expression and learning problems.The details are as follows: Students have difficulty in understanding combined mathematical symbols,some students understand mathematical symbol language is single;the students lack of mathematical information capturing ability;not good at the language ofmathematical symbols and language conversion,the lack of independent use of symbols to represent the relationship between the number of consciousness.Through interviews of teachers,it is found that teachers pay more attention to the language of the theorem,but not pay enough attention to image language and sign language.Therefore,it is necessary to take effective measures,let the students comprehend the meaning of mathematical symbols.To develop their ability to read and appreciate mathematical symbols,and to cultivate their ability to convert natural language and symbolic language and the ability to use symbols,in order to improve their mathematical symbols intended to knowledge.At the same time,this paper analyzes the primary school mathematics textbooks in Hebei Province,points out that the consciousness of mathematics symbolic consciousness of 4—6 grade students has four stages,and puts forward some suggestions.teachers should gradually strengthen the teaching of mathematical symbols,not only to increase the degree of attention to the teaching of mathematical symbols,but also guide the students to further understand the meaning of mathematical symbols,strict with their specification writing mathematical symbols.And continuously training students' ability to use symbols in the application.In the operation of the training to grasp the symbol tool;Training symbol thinking through "reasoning";Through the "transformation" to deepen the understanding of symbols;Through constant "delving " to solve practical problems.Then it will make students to develop a good sense of mathematical symbols.