Investigation And Research On The Learning And Teaching Of Mathematics Sign Language In Junior Middle School

The essence of mathematics learning is the study of mathematical symbols.Effective learning must rely on the medium of mathematical symbolic language.Therefore,mathematical symbolic language occupies an important position in the development of mathematics.People can train their mathematical thinking through mathematical symbolic language,experience the fun of mathematics itself,and make mathematics more attractive.The junior middle school stage is the key period for learning mathematical symbolic language.According to the content framework of the junior middle school mathematics textbook published by Shanghai Educational Press,we can see that the mathematics learning in this stage is the development thread from arithmetic to algebra,algebra to geometry.Through the thread of knowledge,we can find that mathematical symbolic language runs through the whole learning process,so the change of thinking and the in-depth study of mathematical symbolic language.It has become one of the difficulties for students to learn mathematics at this stage.Therefore,on the basis of understanding the status language learning,it is particularly urgent for teachers to adopt reasonable teaching strategies to effectively organize teaching and help students overcome the problems arising in semiotic language learning.This paper combines the knowledge of pedagogy and educational psychology,and with the help of the teaching theory of mathematics education and the mathematics textbook of Shanghai Educational Press,makes an investigation and research from both theoretical and practical aspects.In the early stage,through reading the relevant literature,the author determined the main formation of this article.Through the in-depth experience of students’ actual learning process and teachers’ teaching process of learning mathematical symbolic language during the internship period,the author conducts an empirical investigation on teachers and students through questionnaires and interviews.120 students of Grade Nine are selected as the subjects of the test paper.After collecting the test questions,the author conducts the analysis and research of the answers to each question,sorting out the existing problems and summarizing their attributions.According to the results of the study,12 mathematics teachers in grades 6 to 9 were interviewed to understand the teachingstatus of teachers mathematical symbolic language.According to the results of the final analysis,the teaching strategies of mathematical symbolic language teaching are put forward.Through the analysis of the actual test results and interviews with some students,this paper summarizes the problems that arise in the learning of mathematical symbolic language of junior high school students.Firstly,the memory of the formulas and rules represented by mathematical symbols is inaccurate;the involved mathematical symbolic language is not connected in series and distributed scattered Secondly,the writing of mathematical symbolic language is not standardized;there is a deviation between the nature of mathematical symbolic language and its own understanding;there is no good habit about mathematical symbolic language.Third,lack of interest in learning mathematical symbolic language;lack of courage to solve difficulties.After summing up these three points,the author systematically attributes the problems,so as to have a clearer understanding of the obstacles in the process of learning mathematical symbolic language and grasp the specific situation of students.After synthesizing the students’ learning situation and the teachers’ teaching situation,the teaching suggestions for the teaching of mathematical symbolic language are sorted out.First of all,we should correctly view the importance of mathematical symbolic language to mathematics learning and learn on the basis of understanding.Secondly,we should give consideration to the thinking characteristics of students in each section and guide them to reprocess the mathematical symbolic language.Thirdly,we should attach importance to helping students construct the knowledge system of mathematical symbolic language.Fourth,attach importance to the characteristics of mathematical symbolic language.Fifthly,we should attach importance to the combination of reality and mathematical symbolic language in situations.Sixth,we should attach importance to the mathematical methods in mathematical symbolic language and promote the development of mathematical character.Seventh,cultivate students’ interest in learning mathematical symbolic language.Finally,the interaction between teachers and students should be strengthened to enrich the teaching and learning of symbolic language.