| In 2011 our country compulsory education mathematics curriculum standard issued by ministry of education,make "symbol sense" as one of the top ten core concept,emphasize that we should pay more attention to the development of students in learning mathematics curriculum consciousness.To help students establish symbol sense is advantageous to the development of the students' consciousness symbol thinking,learn from the point of view of the symbols in mathematical expressions and mathematical thinking,is helpful to further understand the nature of mathematics.At the same time,from the perspective of the development of students,cultivate the students' mathematical symbols help to develop the students' rational thinking consciousness,improve the students' mathematics accomplishment,no matter for further study in the future or to adapt to the future social life all has the very vital significance.But in "mathematics curriculum standard",the interpretation of symbol sense is in the form of extended description,rather than the meaning of symbol sense.For the educators,this kind of recessive course objectives has brought some challenges to teaching and curriculum evaluation.In recent years,many scholars from the connotation and denotation of mathematical symbol sense and teaching evaluation and so on has carried on the related research,and obtained some achievements,enrich the understanding of the awareness for symbols,to cultivate the students' consciousness of symbols and teaching evaluation have provided the certain basis.In order to learn more about the development level of students' consciousness of symbol and the main problems,this study using literature research,questionnaire test method,interview method,a variety of methods,mathematical symbols of seventh grade students empirical research on the present situation and problems of consciousness.Based on "curriculum standard",the teaching material content,and authority on the establishment of examination paper analysis,I discussed with the first-line teachers,then eventually compiled the "seventh grade students' symbol sense test questionnaire".Using SPSS22.0 software to test the reliability and validity of the questionnaire.After obtaining good reliability and validity of the questionnaire,using the excel software to further analyze the statistics received by the test.This study draws the following conclusions:(1)Students do not have a thorough understanding of the essential meaning of mathematical symbols.Most of them can only understand symbols from the perspective of form,and cannot understand the essential meaning of symbols from multiple directions in combination with specific situations;(2)Students lack the ability to use mathematical symbolic language to represent mathematical problems,which indicates that students' symbolic thinking has not developed to the corresponding level at the present stage;(3)Students often forget or confuse what they have done or remembered.Teachers should pay attention to improving students' solid knowledge of mathematics from the perspective of knowledge understanding and consolidation and psychological memory.According to the research conclusion,some teaching suggestions on developing students' mathematical symbol consciousness are put forward as follows:(1)Introduce the history of mathematics into teaching,stimulating students' interest in learning,help students to understand the meaning of symbols to introduce,realization contains the way of thinking;(2)To establish the internal relation between mathematical symbols and mathematical knowledge and to integrate mathematical symbols into the knowledge system constructed by students;(3)According to the students' "proximate development area",create a complex problem situation,to carry out situational teaching,guide students to carry out high-level thinking activities and solve mathematical problems independently,develop their mathematical symbol sense. |
PDF Full Text Request