Investigation And Research On The Cultivation Of Mathematical Symbol Consciousness In Intermediate Stage’s Students

The essence of mathematics is symbols and concepts,so mathematical symbols are a particularly important part of mathematics.Symbol is not only the basic language in mathematics,but also an important way for students to understand mathematics,learn mathematics and learn mathematics well.For the first time,the concept of "symbolic sense" was put forward in the Mathematics Curriculum Standard of Full-time compulsory Education(Experimental draft)issued in 2001,and it was regarded as one of the core concepts of mathematics curriculum.The mathematics curriculum standard of compulsory education promulgated and implemented in 2011 once again redefined"sense of symbol" as "sense of symbol",which immediately attracted the attention and attention of many experts and scholars.Therefore,scholars have launched a fierce discussion and analysis on mathematical symbol consciousness.The significance of mathematical symbolic consciousness education is mainly reflected in the fact that it has transcended the symbolic things it wants to express and rescued mathematics itself from the original lengthy and complex words.To ensure that the science of mathematics can truly achieve the goal of conveying thought and language.For the middle school students,their thinking is gradually changing from visualization to ion,which is actually the process of forming mathematical symbol consciousness,so it is particularly important for primary school students to contact,learn and form good mathematical symbol consciousness at this stage.It is also an important symbol for students to understand and account the essence of mathematics Fixed degree for the follow-up study laid a solid foundation.Therefore,only after mastering the most basic mathematical symbols,can we better complete mathematical thinking,operation and reasoning.The first part:The main problems in this paper can be summarized as follows:first,the views and ideas of mathematics teachers themselves on the teaching of mathematical symbolic consciousness,the purpose of which is to further understand teachers’understanding and cognition of mathematical symbolic consciousness from the perspective of teachers’ cognition,so as to find out the shortcomings;second,to understand the development and application of students’ mathematical symbolic consciousness and teachers’ teaching status through questionnaire survey,so as to clarify the problems existing in students’ learning mathematical symbolic consciousness and the difficulties encountered in teachers’ teaching process in the process of practice;third,to investigate and analyze the the middle of primary school Based on the problems existing in the teaching of mathematical symbols,it provides some suggestions and strategies for mathematics teachers to improve.The second part:through reading and studying the relevant materials at home and abroad,it is found that as early as the mid-1990s,foreign countries have taken the lead in the study of mathematical symbol consciousness.But it is still a relatively new field for our country,and the research results in this area are relatively few.According to the existing literature,experts and scholars at home and abroad mainly focus on the connotation of mathematical symbol consciousness,the teaching strategy of mathematical symbol consciousness and the present situation of mathematical symbol consciousness.Therefore,this study chooses to focus on the cultivation of mathematical symbol consciousness of middle school students Investigation is very necessary.The third part:this paper selects 365 pupils and 34 teachers in 3-4 grade of a public primary school in Huaxin to carry out a questionnaire survey.Through sorting out and analyzing the results of the survey,we can understand the development and teaching status of students’ mathematical symbol consciousness in the middle of primary school.From the point of view of primary school students,the mathematical symbol consciousness of middle school students has certain laws,and the third and fourth grade students in the middle section are gradually transitioning to the rational dialectical level in the level of essential internalization,but there are some students who lack the learning and application of mathematical symbols in practice.The fourth part:the survey and interview results of students and teachers are combed and summarized,and the following seven suggestions and countermeasures are put forward:first.The fifth part:through the whole research and analysis,we can see that the cultivation of elementary school students’ mathematical symbol consciousness is not only the requirement of the development of mathematics science,but also the inevitable demand of students’ learning and growth.Therefore,it is necessary to investigate and study the cultivation of mathematical symbol consciousness.It is hoped that this study can provide some theoretical support for the cultivation of students’ mathematical symbol consciousness in the middle of primary school,and contribute a strength to the cultivation of mathematical symbol consciousness.