A Case Study On The Application Of The Thought And Method Of "Combination Of Number And Figure" Of Korean Fifth Grade Primary School Students

It has been eight years since the implementation of theMathematics Curriculum Standards for Compulsory Education(2011 Edition) in China.The requirements for new curriculum standards have also been proposed in an orderly way in the work of front-line teachers.The new curriculum standards clearly require teachers to pay attention to the penetration of mathematical ideas in the mathematics classroom.As an important mathematical idea,number-shape combination is also an important method to solve problems.By effectively combining abstract mathematical language with intuitive graphics,the flexible application of number-shape combination methodology can not only reduce the difficulty of mathematical problems,but also improve students' learning efficiency,train students' divergent thinking and promote students' development.Therefore,it has attracted the attention of teachers and students in junior and senior high schools.On the contrary,the penetration teaching and research of the idea of number-shape combination in primary schools of compulsory education have not received the corresponding attention.Starting from this realistic problem,this paper carried out an investigation in the fifth-grade students of a Korean primary school in Yanjiusing literaturereview,educational measurement,interview and case analysis,successively.Based on the characteristics of Korean language teaching in the minority areas of Yanji,an investigation was conducted on Korean primary schools,and the current application of number-shape combination methodology by the fifth-grade Korean students was investigated by educational measurement.Based on test results,6 students at different learning levels were selected as subjects for case analysis.The problems of students at different learning levels in app lying number-shape combination methodology were analyzed from the construction of graphical representation and the understanding of mathematical language combined with interviews.The causes of the problems were analyzed and intervention strategies for the problems were formulated according to the causes.Finally,the effectiveness of intervention strategies was tested by case analysis based on the results of intervention strategies.Through this paper,the following conclusions are drawn.(1)students are weak in algebraic representation and graph representation transformation level and deep analysis of graph positive.(2)the ability to understand the mathematical statement and the ability to understand the mathematical situation are the main differences of the students'thinking methods of combining Numbers and shapes.(3)students' basic knowledge of geometry and understanding of mathematical language is a strong guarantee for students to apply the combination of Numbers and shapes.Based on the above conclusions,this paper puts forward the following Suggestions from the two aspects of teachers' teaching and students' learning,aiming at the problem of students' application of the combination of Numbers and shapes.(1)teachers should attach importance to cultivating students' understanding ability of mathematical language in teaching.(2)cultivate the consciousness of actively applying figures and combining thinking methods,and develop the habit of drawing graphics in a standard way.(3)train students to solve mathematical problems with divergent thinking.