The Study Of Mathematical Language Conversion Ability Of Fifth Grade Pupils

Mathematical language is the carrier of mathematics content,a tool for mathematics activities,and an external manifestation of mathematical thinking.Mathematical language can be divided into mathematical word language,mathematical symbolic language and mathematical schema language according to the form of expression.Mathematical language conversion refers to the transformation of the three forms of mathematical language based on the stated mathematical questions without changing the mathematical semantics(must guarantee that the mathematical language is equivalent to the content expressed).The ability to convert mathematical language is the ability of students to convert among different forms of expression in mathematics.Mathematical language plays an important role in the process of learning mathematics for students.It is the basis for students to accurately understand the meaning of the question and is an effective way to cultivate students' good thinking.It's more conducive cultivating students' math literacy to strengthen the conversion ability among these three forms of mathematical language.Firstly,this article teases the definition,classification,characteristics,some concept of ability to convert of mathematical language and the related research results of converting mathematical language and so on with the method of document analysis.Then,this article try to realize the present ability of converting mathematical language of the grade five through the way of testing the ability and analyzing the questionnaire form mathematical teachers of grade five,thereby,to explore the differences between the mathematics language conversion ability between male and female students and the relationship between mathematics language conversion ability and math achievement of fifth grade students.Findings show that:(1)The mathematics language conversion ability of the fifth-grade students is not so good.In the six dimensions of mathematics language conversion,the students have the best ability to convert the symbol languages into text languages and followed by the ability of graphic language conversion to symbols language.The language conversion the students do the worst is symbolic language conversion to literal language.(2)Boys perform better than girls in the graphical language conversion to symbolic language but with no significant difference.Girls perform better than boys in the dimension of graphical language to literal language with significant difference.In other four dimensions of mathematical language conversion,girls perform better than boys with no significant difference.(3)The test scores of mathematics language conversion ability of students are positively correlated with students' mathematics scores.Lastly,The author proposes some pointed strategies for cultivating students'ability in mathematics language conversion according to the performance of teacher questionnaires,interviews and student tests.The strategies are as follows:(1)Strengthen the simplified training of literal language and cultivate the ability of information collection and processing.(2)Strengthen the textualized to graphical language training and train students' mathematics expression ability.(3)Strengthen the ability of literal language conversion to graphical language to cultivate students'mathematical modeling ability.(4)Strengthen the "mutual translation" of mathematics language training and develop the abilities of various mathematical language transformation.(5)Build a knowledge network to improve students' cognitive structure.(6)Pay attention to differences between male and female students,complement and promote the development for each other.(7)Integrate the teaching of mathematical language into the teaching of ideas and methods.