A Study On The Conceptual Representation Of Primary School Mathematics Under Metaphor Cognition

Concept is the basic element of people’s abstract thinking,people’s reasoning,imagination and other psychological activities must be carried out with the help of the processing of concepts.Conceptual learning,as the main content of mathematics learning in primary schools,how students construct subjective images of mathematical concepts in their own minds and how to learn more abstract mathematical concepts on the basis of basic concepts is very important in the learning process of mathematics concepts in primary schools.From the first generation of cognitive science to emphasize the computational and processing characteristics of conceptual representation to the second generation of cognitive science to pay attention to the role of body and mind in cognitive processing,metaphorical cognitive theory in mathematical conceptual representation provides a worthy study of the idea.Metaphor is a kind of language rhetoric in the traditional sense,which is considered from the perspective of cognitive linguistics,that is,it becomes a cognitive way,that is,to use familiar things to construct the understanding of the unknown.The two fields involved in metaphorical cognition belong to different structural categories,but can help to understand new things.Mathematical concepts are highly low-level and in a process of continuous evolution.Mathematical concepts contain two levels of specific concepts and abstract concepts,so the way in which specific concepts and abstract concepts are characterized will be different.In what way students characterize abstract mathematical concepts,metaphorical cognitive methods make a meaningful discussion on the characterization of mathematical concepts.This study is carried out on this basis and is discussed in detail from the following sections.First,a literature review is carried out.This paper combs the relevant literatures about metaphorical cognition and conceptual representation and learning at home and abroad,and clarifies the relevant research contents and conclusions about the connotation of metaphorical concept,the metaphorical representation of mathematical concepts and the characterization of mathematical concepts.Secondly,it discusses the possibility and limitation of metaphor cognition in elementary school mathematics concept.This paper first proves that the mathematical concept of primary school can be recognized by metaphor from three aspects of the duality characteristics,defining characteristics and characterization mode of primary school mathematics,and then discusses the limitation of metaphorical cognition from the aspects of daily concept,concept level,image language and metaphor comparison four.Thirdly,it analyzes the concrete forms of the conceptual representation of mathematics in primary schools under the metaphorical cognitive mode.To explore the cognitive value of metaphor,it is necessary to deeply analyze how metaphorical cognitive mechanism is specifically used in the characterization of mathematical concepts in primary schools,and to conclude that metaphorical cognitive methods can be explored from three aspects of physical experience,language analogy and concept definition.Finally,the paper briefly analyzes the influencing factors of conceptual learning by using metaphorical cognitive mode and puts forward some suggestions for better study of mathematical concepts.