Relevance And Present Situation Research Of Mathematical Symbol Sense For The Freshmen In High School

The advancement of mathematics subject literacy has provided a direction for mathematics education to a large extent,and the mathematics symbol sense is one of the important components.Compulsory education emphasizes the cultivation of students' awareness of mathematical symbol sense,proving its importance to students' mathematics learning.From the perspective of pure mathematical knowledge,a large amount of logically complex mathematical knowledge is carried by mathematical symbol sense.The development of valuable mathematical symbol sense has laid the foundation for in-depth study of mathematics.In the context of test-oriented education,and under the condition of high school mathematics education being systematic,high school freshmen still do not have the ideal mathematics symbol sense after nine years of compulsory education.Some poor students will be afraid of the decline of academic performance because of the emergence of mathematical symbols;contemporary mathematics classroom teachers pay little attention to mathematical symbol sense.The research for it is not deep enough,and it also makes the students' performance decline obviously after entering high school.In order to explore the basic attitude and level of symbol sense of the freshman students,and to find relevant measures to help them improve mathematical symbol literacy,the research of this paper was carried out.Based on a large amount of literature,this paper used three methods of literature analysis,interview analysis,and questionnaire analysis as research methods.Based on the study of the six core literacy,the basic connotation of mathematics symbol sense is first determined and the mathematics symbol sense is summarized,developmental,subjectivity,and guidance.Based on the general direction of mathematical thinking,the four dimensions of mathematical symbol sense were determined based on the analysis of previous researches: recognition of mathematical symbol sense,understanding of mathematical symbols,conversion of mathematical symbol sense,inference of mathematical symbol sense,and divided into two horizontal stages in each dimension according to their respective characteristics.Then,prepares relevant questionnaires and test papers that are consistent with the development of students in the Hanzhong area based on their high school entrance examination results and learning status,and conducts interviews with some students based on the results of student responses.Use SPSS and EXCEL as the main analysis software for comprehensive data processing,combined the results of single-factor analysis of variance to make relevant correlations on the basis of ensuring that the questionnaires and test papers are valid,and interviewing front-line teacher.Combining the results of the above related studies,the following conclusions are obtained:(1)the freshman of high school students do not have a positive attitude towards mathematical symbol sense;(2)the lack of initiative in the study of mathematical symbol sense;(3)it is difficult to extract a large number of mathematical symbol sense for effective knowledge extraction;(4)The overall study of mathematical symbols sense is superficial;(5)The awareness of mathematical symbol sense has a significant effect on students at low and middle levels;(6)Some teachers do not have a clear understanding of mathematical symbol awareness and do not emphasize it in the classroom.In order to solve such problems,the author proposes related measures:(1)Clear the value of mathematical symbols and improve the enthusiasm for learning;(2)Ingeniously design and strengthen the students' symbolic thinking,so that teachers can also explore the importance of mathematical symbol sense;(3)Use symbols as the main line to properly sort out the key points of textbooks to help students better combine knowledge and symbols;(4)Promote students to reasoning learning and provide learning ideas for low-and middle-level students;(5)Moderately emphasize the calculation ability contained in mathematical symbols to make students Able to understand the value of mathematical symbols more deeply and promote the construction of consciousness.