Study On The Development Stages And Teaching Strategies Of Primary School Students' Mathematical Symbol Language

Mathematical symbol language is the basic language of mathematics learning and teaching.The study of mathematical symbols has been an important part of mathematical research since ancient times.With the development of society,mathematical symbols play an important role in the learning and application of mathematics.As a bridge of mathematics learning,the study of mathematical sign language has common problems in understanding,reading,conversion,problem solving,and expression.Whether primary school students have stage characteristics in learning mathematical sign language,and what are the main obstacles in the process of learning mathematical sign language;how to grasp the development level of students' mathematical sign language,correctly grasp the development of students' mathematical sign language,and implement it in teaching practice It is not only a problem that students and teachers should pay attention to in the stage of compulsory education,but also an important content of organic integration of academic theory and teaching practice.Based on the literature research and teaching practice survey,combined with the four dimensions of psychology,pedagogy,semiotics,and subject theory to carry out research and interpretation of mathematical sign language,according to the specific teaching practice of mathematical sign language learning and teaching survey,through teachers and students Interviews and classroom recordings summarize the characteristics of mathematical sign language stages and teaching strategies.In the early stage of this study,the theoretical foundation was established through literature research,and the mid-term practice survey initially established a theoretical system of mathematical symbolic language,and combined with the actual teaching survey,comprehensive textbooks,curriculum standards,and students 'three perspectives were tried to learn from the mathematics curriculum itself in the " number and algebra " part of the knowledge Based on the current situation and learning results of mathematics symbol language in the teachingpractice of students and teachers,the development stage of primary school students' mathematics symbolic language is divided,the stage connotation and characteristics of mathematics symbolic language are clarified,and staged teaching suggestions are proposed.In this study,the literature method is first used to qualitatively and quantitatively analyze the literature related to mathematical sign language,and the research value and significance are obtained based on the analysis results.Secondly,it analyzes and summarizes the theoretical basis of mathematical sign language,and initially constructs the theoretical basis of mathematical sign language.Thirdly,through the actual investigation of mathematical symbolic language in the later period,combining the textbooks,curriculum standards,academic conditions,the first to sixth grade mathematics symbolic language is divided into stages.Organize,analyze the development characteristics of each stage in detail,clarify the key points of each stage,and propose corresponding teaching strategies.Finally,the main conclusion of this study is drawn that the development of primary school students' mathematical sign language can be divided into three stages,stage one: intuitive perception stage(first and second grade),stage two: specific computing stage(third and fourth grade),stage three: The formal computing stage(grades 5 and 6);combined with the mathematical symbol language features of each stage to provide staged teaching suggestions;the final chapter summarizes the relationship between mathematical symbol language stages,and the relationship between mathematical symbol language and other core literacy,and proposes this Research reflection and prospect.