Teaching Research On Mathematical Symbolic Language In Senior Primary School

Mathematical symbolic language plays a very important role in mathematics teaching,although mathematical symbolic language has abstract characteristics,but the use of mathematical symbolic language can cultivate students' abstract thinking,computing ability,logical reasoning ability and other qualities.The students in the upper grades of primary school are in the transition period from arithmetic thinking to algebraic thinking,which is the primary stage of abstract thinking,which has a crucial influence on the subsequent mathematics learning,whether it is algebraic part or geometric content.Therefore,the teaching of mathematical symbolic language in the upper grades of primary school has important research value.At present,there are few teaching studies on mathematical symbolic language in primary schools in China,and there are few studies on mathematical symbolic language in senior primary schools.Based on the above background,this paper uses literature method,questionnaire survey method,interview method,and observation method to analyze and study the mathematics symbol language teaching in the senior primary school.Firstly,the related concepts of mathematical symbolic language are defined by consulting a large number of literature,and five characteristics of symbolic language are summed up: abstraction,application universality,generality,simplicity and convenience.Taking the widely used People's Education Press in the whole country as an example,the content presentation of symbolic language in primary school mathematics textbooks is collated and summarized.Secondly,through the questionnaire survey of students,interview survey of teachers,investigation of students' homework and test papers,and observation of classroom teaching to find that symbolic language has the following problems in mathematics teaching in the upper grades of primary school: 1.Teachers do not have enough mastery of the ten core concepts of the Mathematics Curriculum Standard(2011 edition)of Compulsory Education;2.Teachers are not aware of the importance of students standardizing the writing of mathematical symbols;3.Teachers have problems in dealing with the relationship between multimedia and blackboard-writing;4.Teachers lack the ability to develop students' conversion capacity in three languages of mathematics;5.Teachers do not pay attention to teach the meaning and form of mathematical symbols;6.When teaching content,teachers only pay attention to teaching the results,but not to the process of knowledge formation to students.Thirdly,this paper puts forward the corresponding teaching strategies for teachers in view of the problems existing in teaching: 1.Pay attention to the study of Mathematics Curriculum Standard(2011 edition)of Compulsory Education;2.Pay attention to the cultivation of students to form mathematical symbols of the standard consciousness;3.Rational use of multimedia,pay attention to teacher demonstration;4.Pay attention to cultivating students ' ability of conversion in three languages;5.Focus on the explanation of mathematical symbols;6.Help students understand mathematical symbolic language in problem solving;7.Pay attention to the process of teaching knowledge;8.Attach importance to cultivating students' algebraic thinking;9.Focus on developing students' ability to use mathematical symbolic language for reasoning.Finally,according to the proposed teaching strategy,this paper designs the teaching case of "the number of letters expressed",carries out teaching in five(1)class and five(2)class of a primary school in Hohhot City,and conducts teaching experiment test.The test results show that the teaching strategy proposed in this paper is effective and feasible,and has a positive effect on the improvement of the present situation of mathematical symbolic language teaching in the upper grades of primary school.To sum up,this paper uses the combination of static text and dynamic teaching to promote the theoretical development of mathematics teaching,for the senior primary school mathematical symbolic language teaching research to provide a certain reference.This article not only lets the elementary school mathematics teachers have a clear understanding and the understanding to the symbol language,enhances the teachers to the student mathematical symbolic language learning attention degree,but also puts forward the teaching strategies to improve the mathematical symbolic language teaching has certain positive effect.