The Investigation And Practical Research Of Teaching Mathematical Symbols In Upper Elementary School

Mathematical symbols play a very important role in mathematics teaching because they have the characteristics of scientific representation and abstraction,so the study of mathematical symbols can,to a certain extent,develop students’ abstract thinking,arithmetic and logical reasoning skills.In the upper elementary grades,students are in the stage of transition from arithmetic to algebraic thinking,which is a critical period for the formation of individual abstract thinking in mathematics,and abstract thinking in mathematics is important for the subsequent learning of mathematics subjects and is the period of laying the foundation.In this context,it is of great significance and practical value to study the teaching of mathematical symbols in upper elementary school.For some time,research on the teaching of mathematical symbols in elementary school has not been common in the field of education in China,and it is even rarer if it is refined to the teaching of mathematical language in upper elementary school.Firstly,literature analysis,questionnaires,interviews,and teaching observations were used to study the teaching of mathematical symbols in upper elementary grades.Through literature reading and organization,the concepts of mathematical symbols,mathematical symbolic language and mathematical symbolic teaching were defined,the boundaries of the concepts used in this study were clarified,and the national common textbook of the Humanities Education Edition was used as a basis to organize the mathematical symbols used.Secondly,with the help of questionnaires,teacher interviews and classroom observations,a clear measurement of the current use of mathematical symbols was made to find the problems,and the following problems were found in the teaching of mathematical symbols in upper primary school: upper elementary teachers do not pay enough attention to the mathematical symbols section of the mathematics curriculum standards;teachers focus too much on correct calculation results and neglect the importance of mathematical symbols in teaching;overly modern teaching methods,the content form of the course mainly focuses on the use of multimedia rather than the traditional teaching of mathematical symbols on the board;teachers do not pay enough attention to the standard writing of mathematical symbols;lack of teaching of the history of the development of important mathematical symbols by teachers;teachers lack explanation of the relationship between the three mathematical language conversions.Finally,in view of the problems that existed in the teaching of mathematics in upper elementary school,strategies are given for teachers to further improve the teaching effect: pay attention to the dissemination of mathematical cultural values;pay attention to the standardized writing of mathematical symbols;strike a reasonable balance between modern and traditional teaching methods;strengthen the study of the Mathematics Curriculum Standards;strengthen the teaching of the meaning of mathematical symbols;emphasize the teaching of mathematical language.This study adopts a strategy of combining theory and practice to identify specific problems through reading literature and practice,and to propose teaching suggestions for the problems.It can provide a basis for teachers to improve the teaching of mathematical symbols as well as have a positive effect on enhancing teachers’ professionalism.