| "Compulsory Education Mathematics Curriculum Standards" attaches great importance to the cultivation of students’ symbol consciousness and regards it as one of the ten core concepts of mathematics.According to the development law of students’ mathematics cognition,junior high school students will realize the transition from arithmetic thinking to algebraic thinking,and gradually develop students’ abstract logical thinking ability,and studying students’ consciousness of mathematical symbols is the cornerstone of developing students’ abstract logical thinking ability.The seventh grade is a critical period for the connection between elementary school and junior high school.During this period,a large number of mathematical symbols have emerged,and students are confused about the use of mathematical symbols.Therefore,the research content of this article aims to find ways to promote students’ awareness of mathematical symbols and find practical and effective ways.This article mainly adopts literature research method,questionnaire survey method,work analysis method and experimental method.By studying the curriculum standards and related documents,the connotation of mathematical symbol consciousness is divided into four dimensions: symbol perception,symbol operation,symbol reasoning and symbol expression,and combined with the SOLO classification theory to divide the dimensions of mathematical symbol consciousness into levels,thus construct The analysis framework of mathematical symbol consciousness in this article.This article mainly carried out two parts of research.Research one is to investigate the status quo of the symbol consciousness of the seventh grade students.First,the literature research method is adopted to determine the research dimension of mathematical symbol consciousness and the standard of each dimension level by consulting related documents and existing research results.Secondly,I compiled the mathematics symbol awareness test questions and asked experts and a number of front-line teachers to revise it many times.Students in a class were randomly selected from the non-research subjects for pre-test,and the reliability and validity were tested.Then modify and adjust the test questions,divide the determined questions into two randomly according to the test questions of each dimension,and form two mathematical symbol awareness test papers,one for the current situation test investigation,and the other as the mathematical symbol awareness Test volume.Then,a total of 199 students from the two schools were formally tested using the test survey method,including 187 valid test papers.Then sort out the test data of students,use SPSS to analyze the data using statistical analysis,and combine some students’ answering cases to explore the problems of students’ mathematical symbol consciousness.Finally,the above analysis puts forward a strategy for cultivating mathematical symbol consciousness.The second study is to conduct a case-by-case training experimental study on experimental subjects.First,apply the above-obtained mathematics symbol awareness training strategy to carry out a case-based experimental research,combined with the actual situation of students’ mathematics learning,randomly select 6 students with low scores and medium scores in Study 1 as the experimental objects,aiming at the problems of the students in Study 1 And the proposed strategy is combined with the textbook to compile twelve training materials.Two different experimental methods are used to train students twice a week in their spare time.The training period is one and a half months.After the experiment,the subjects will be post-tested.,Test the effect of the experiment by comparing and analyzing the test subjects before and after.In the first study,it was found that:(1)The students’ consciousness of mathematical symbols is at level 2,and the development of students is not balanced.(2)The performance is best in the dimension of symbol perception and symbol operation,the dimension of symbol expression is the second,and the dimension of symbol reasoning is the worst.(3)In the dimension of symbolic perception,most students are at level 2;in the dimension of symbolic operations,87.7% of students are at level 2 and level 3;in the dimension of symbolic reasoning,most students are at level 0,with 24.6 % Of students are at level 2 and level 3;in the dimension of symbolic expression,most students are at level 2,and the number of students at level3 is the least.(4)The difference between male and female students is not significant,and the overall performance of girls is slightly better than that of boys.(5)The overall performance of the students in the two schools is significantly different,that is,the N middle school is better than the S middle school,which is mainly manifested in the dimension of symbol perception,symbol operation and symbol reasoning.Combining the students’ answering cases,it is found that the main problems that students have in answering questions are:(1)The understanding of symbols is single and incomplete;they stay in the formal representation of symbols and their thinking is solidified.(2)The operation rules and theories of mathematical symbols are not well mastered,the writing symbols are not standardized,and the phenomenon of "sloppy" is serious.(3)The reasoning is not clear,the process is not rigorous,and general symbolic reasoning cannot be carried out.(4)Most students still cannot accept the use of letters to express numbers,and cannot correctly express symbols.Accordingly,the training strategies proposed in this paper are:(1)Help students fully understand mathematical symbols and form symbol awareness;(2)Stimulate students’ interest in using mathematical symbols and cultivate symbol awareness;(3)Improve students’ ability to use mathematical symbols flexibly,Deepen symbol consciousness.In the second study,it was found that:(1)The differences of the experimental group students in all dimensions and the overall pre-test results reached a significant level,that is,the post-test performance was significantly better than the pre-test.(2)By comparing the answering situation of the students in the experimental group before and after the test,it is found that the students’ answering thinking is more divergent,the answering thinking is clearer,the answering content is more comprehensive,the students spend more time thinking,and the answering performance is more proactive and patient.The student’s symbol manipulation ability has improved significantly.(3)The training experiment effect of plan A group is better than plan B group,especially for low group students. |
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