Assessment Framework And Present Situation Research Of Senior High School Students' Mathematical Symbol Sense

Mathematical symbols are the crystallization of mathematicians' thoughts from ancient times to the present,which embody the beauty of harmony,simplicity and diversity.With the help of mathematical symbols,people can show the mathematical thinking clearly,not only speed up the process of thinking,improve the efficiency of mathematical activities,but also facilitate the communication and cooperation between the mathematical community.High school students need to master a large number of and complex mathematical symbols.Mathematical symbols play an important role in the process of mathematics learning in high school.On the one hand,mathematical symbols are the concentration of knowledge of basic concepts,formulas,theorems and so on.Learning mathematics needs a profound understanding and flexible use of mathematical symbols as a prerequisite.On the other hand,learning mathematical symbols can also help to bring up the mathematics core literacy of high school students,such as mathematical abstraction,logical reasoning and mathematical modeling.However,at present,the teaching situation of high school students' mathematical symbol sense is not satisfactory.Mathematical symbols have become the obstacle of high school students on the road of mathematical learning,many students turn pale at the mere mention of symbols,and find it difficult to accept new mathematical symbols,their understanding of mathematical symbols is also not deep enough.But many teachers pay little attention to the teaching of mathematical symbols,which have seriously affected the development of learning and ability of mathematical knowledge.Therefore,it is very necessary to make special research on the cultivation of high school students' mathematical symbol sense.This paper mainly adopts three research methods:literature analysis,questionnaire survey and interview.First,on the basis of the analysis and summary of previous research results,the relationship between mathematical symbol sense training and mathematical core literacy is analyzed.From the perspective of problem solving,a mathematical symbol sense evaluation system is constructed to conform to the cognitive level of high school students.This system contains seven dimensions of mathematical symbol sense:the perception and understanding of mathematical symbols,the association of mathematical symbols,the transformation of mathematical symbols,the analysis and decision of mathematical symbols,the operation of mathematical symbols,the reasoning of mathematical symbols and the organization and expression of mathematical symbols,and the classification of each dimension by the SOLO classification theory to divide each dimension into three levels.Secondly,according to the actual situation of high school students and the content related to mathematical symbols in high school mathematics teaching materials,the questionnaire and test papers of senior high school students' mathematical symbol sense were compiled respectively.310 students from the first to the third grade were investigated and tested,and the data analysis software such as SPSS 19.0 and EXCEL were used to analyze the difference and correlation of the results of the survey.Interviews were also conducted among some students and 8 first-line teachers.The results of the comprehensive analysis are as follows:(1)Abstract complex mathematical symbols are one of the main obstacles in the learning process of high school students;(2)High school students are generally lack of interest in learning mathematical symbols;(3)Both teachers and students do not pay enough attention to the summary of mathematical symbols,the learning of mathematical symbols is too random,and the learning methods are relatively monotonous;(4)Students'understanding of mathematical symbols is superficial and lack the excavating of the implied meaning of symbols.;(5)High school students' ability of transformation of mathematical symbols is weak,they often make mistakes;(6)Girls' mathematical reasoning ability is weaker than boys,and boys' ability of organization and expression of mathematical symbols is weaker than girls;(7)With the improvement of mathematics scores,the total score of mathematical symbol sense is linearly increased;(8)With the increase of grades,many aspects of mathematics symbol sense of high school students have not been significantly improved.Finally,according to the results of the study,this paper analyzes the mental disorders of high school students in the process of mathematical symbol learning from the perspective of psychology,which includes "catching the meaning of symbol without real understanding","being afraid of complex symbols",and"the previous symbols are in the major position",the corresponding teaching methods are also put forward.Combined with the actual situation of high school students,this paper put forward the following teaching suggestions of mathematical symbols:(1)Strengthen the transformation training between mathematical symbol language,word language and graphic language;(2)Attach more importance to the relationship between different mathematical symbols;(3)Pay special attention to the training of female students'symbolic reasoning ability and male students' expression ability;(4)Promoting high school students' interest in learning mathematical symbols.Hoping these expectations can provide some guidance and reference for teachers' practical teaching.