Junior High School Students' Mathematical Symbolic Language Reading Difficulties Analysis

Mathematics is a symbolic system composed of a large number of concepts and propositions,into the middle school stage,with the increase in the number of mathematical symbols,the number of mathematical symbols in the amount and quality are much higher than the primary school stage.The form of mathematical symbol language is more and more concise,but the meaning is more and more complicated,and because of the high degree of abstraction of the mathematical symbol language so that students understand the difficulty of reading the symbolic language.Mathematics reading is an important way of learning put forward by compulsory education curriculum standards,mathematical symbols of language learning can not be separated from reading,Therefore,it is of great significance to study the reading difficulties of math symbols in junior high school students.First of all,on the basis of consulting the research results of mathematics symbolic language and mathematics reading at home and abroad and the related theory of education and teaching,the author tries to define the connotation of mathematical symbol language reading.On the basis of predecessors,the reading level of mathematical symbol language is divided,it is divided into four dimensions: symbolic language recognition dimension,symbolic language association dimension,symbolic language transformation dimension and symbolic language representation dimension.Research from the mathematical symbolic language reading and difficulties in two aspects,Mainly about the junior high school students to read the mathematical symbolic language in the understanding and representation of the characteristics and different levels of reading students in the symbolic meaning of the construction of the difficulties and difficulties and other issues to start.Secondly,in view of these problems,the author has carried on the detailed empirical research to the mathematics symbolic language learning in junior middle school in the teaching practice,this article carries on the questionnaire survey to 220 students in the second grade junior middle school,but also the purpose of some of the students were interviewed in order to understand the students to in the process of complete the questionnaire the real idea,through the questionnaire and interviews with the results collected from the statistics,analysis of the second year of students on the mathematical symbol language and its reading understanding and basic attitude,the overall situation of different reading levels,differences in reading ability of students' symbolic language in different academic levels.Again,according to the test statistical analysis and the results of the survey interview,this study draws the following conclusions: 1)To read the mathematical symbols when do not understand the language generally students choose to jump over.2)In the symbol recognition on the better performance,but by contrast,the establishment of mathematical symbol language internal association is difficult;3)The overall level of conversion of the mathematical symbol language is low;it is often mechanically symbolically characterized,and the representation is inaccurate and it is difficult to use the symbolic representation of the mathematical symbolic language;4)There are significant differences in the reading levels of students at different academic levels;5)Reading difficulties include: difficulty in symbolic language recognition,difficulty in symbolic language association,difficulty in symbolic language conversion,and difficult characterization of symbolic language;6)In general,the high abstraction of the symbolic language itself and the influence of the students' own cognitive level are the reasons for the difficulty of reading the mathematical symbol language.Finally,the teaching suggestions are put forward to improve the reading ability of students 'mathematical symbolic language.Teachers need to pay attention to the cultivation of students' reading ability in teaching.