Case Study On The Evaluation And Guidance Of Mathematical Symbolic Language Ability Of Senior High School Students

To learn mathematics,we must first learn to communicate with mathematical language,which plays an important role in the formation of mathematical feelings and is an important tool for the representation,communication,dissemination and even construction of mathematical knowledge and thoughts,including written language,symbolic language and graphic language.Mathematical symbol language plays an important role not only in the field of natural science,but also in the field of social science and thinking science.Previous studies have shown that mathematical symbols are the abstract generalization of mathematical thinking ability and the external expression of mathematical learning.To a certain extent,learners' mastery of mathematical sign language reflects their mathematical learning,and the improvement of their mathematical sign language ability also has a certain impact on their mathematical learning.By combing through the previous research literature,the main research questions are determined as follows:1)Are there students with poor mathematical symbolic language ability among the students with excellent,ordinary and poor mathematical academic performance?(2)Are there typical cases in which the students with poor mathematical symbolic linguistic competence have poor symbolic conversion ability,associative ability,acquisition and application ability?(3)Help and guide the three kinds of individuals with different differences in mathematical symbolic language,and observe whether the ability of mathematical symbolic language has been improved in these three types of individuals.Is there a significant difference in the impact of the improvement of mathematical symbolic ability on the three types of individuals?The research adopts literature analysis,interview,investigation and case study.The questionnaire on the language ability of mathematical symbols for high school students with good reliability and validity was used as the test tool.According to the test results,students with poor language ability of mathematical symbols in each academic level were selected as the test subjects.Combined with the test results and the interview situation,detailed analysis was carried out on the subjects,according to the existing research and expert interview,method suitable for the cultivation of the subjects,for three months,the guidance of frequency of once a week,the process is mainly composed of a case of mathematics teachers to supervise,adjust intervention plan,finally,the subjects and contrasting members after mathematical symbol language and math academic achievement.The research conclusion is as follows:(1)there are typical cases of poor mathematical sign language ability among students with excellent,ordinary and poor mathematical academic performance;(2)among students with poor mathematical symbol language ability,there are typical cases with poor mathematical symbol language ability in three dimensions(conversion ability,association ability,acquisition and application ability);(3)through the cultivation of students with poor mathematical sign language ability,the three cases have improved their mathematical sign language ability and mathematical academic performance,among which the students with poor mathematical academic performance have significant differences.Based on the research results,the following teaching Suggestions are proposed:(1)teaching Suggestions for mathematical symbol conversion ability:transfer the thinking mode of mathematical symbol language expression in teaching;(2)teaching Suggestions for the associative ability of mathematical symbols:teaching mathematical symbols on the basis of students' active association;(3)teaching Suggestions on acquisition and application of mathematical symbols:cultivate students'good reading habits.