Research On The Present Situation Of Mathematics Sign Language Teaching In Senior High School

Mathematics teaching is the teaching of mathematical language.As one of its main contents,symbolic language plays a decisive role.It is not only an important carrier for teachers and students to communicate and learn,but also contains rich mathematical knowledge and mathematical ideas.The first grade of high school is the key period of learning symbolic language.Cultivating students' ability of applying mathematical symbolic language at this stage is very important for the deeper learning.This article is based on the "Construction of the PORE Evaluation Framework for Students' Mathematical Symbol Awareness" published in the Journal of Mathematics Education by domestic scholars Zhu Liming and Ma Yunpeng.The learning and level of mathematics sign language and the current situation of teachers' sign teaching were investigated.This paper selects 210 students in the first grade of the fourth middle school in Yantai City and the three teachers they teach as the survey object,using physical survey,questionnaire survey and classroom observation.The study found that students have not formed good symbolic language learning habits,and students' ability to perceive,operate,reason and express mathematical symbolic languages is lacking.Perceptual dimension: students perceive a single mathematical symbol better,but they have a poor grasp of the correlation between symbolic languages,and the breadth of understanding needs to be improved;operational dimension: the accuracy of operations using symbols is low,and the rules of the algorithm are not Very familiar,the optimization of the operation is poor;the reasoning dimension: the use of symbols for reasoning is poor in terms of rigor and orderliness;the expression dimension: the use of symbols for expression is poor in consciousness,standardization,and flexibility.Teachers ignore the meaning and background of symbolic language.Teachers generally think that the analysis and explanation of mathematical symbols are more important,but they rarely introduce the background and origin of mathematical symbols to students;they pay more attention to the form than the connotation.Based on the above research conclusions,this article proposes the followingsuggestions:(1)Students: Establish a correct concept of symbolic language learning:Form good habits of symbolic language learning.(2)Teachers: Establish a conscious and conscious teaching concept of symbolic language;enhance students' ability to use symbolic language;use symbolic history to make students realize the "re-creation" of mathematical symbols;take into account the form and content of symbolic language;the phase of symbolic language Classification review.