Investigation And Research On The Status Quo Of The Comprehension Ability Of Mathematical Symbol Language In Junior Two

Grade two students are at an important turning point,However,in the process of education practice,it is found that most students can not fully understand the concept,content of symbols,understand their nature and function,not to mention skillful use and expression in learning.Therefore,the main problem of this research is what is the status quo of the mathematics symbol language ability of the grade two students? What is the symbolic teaching ability of the second grade mathematics teacher?And how students should improve their understanding of mathematical symbolic language.It is hoped that through research and investigation,some feasible suggestions will be given for how to improve the comprehension ability of mathematics symbol language of the second grade students.This article mainly adopts the methods of literature research,questionnaire survey and interview.Through the collection,sorting,analysis and learning of related materials and literature on the mathematical symbolic language and mathematical understanding ability,a systematic understanding of the mathematical symbolic language understanding ability is achieved.Combining with the learning progress of the students in the second grade of mathematics,according to Liu Yunzhang's classification of <Compulsory Education Junior High School Mathematics Syllabus> for understanding the target level,the content of the questionnaire was determined.On the basis of investigation and testing,interviews were conducted with the teachers to understand the teaching status and teaching ability of the second grade mathematics teacher on the mathematical symbol language.Through statistics and analysis,it is found that the second grade students have a higher level of mastery of auxiliary symbols with obvious graphic characteristics than their understanding of element symbols.For the mathematical symbols that have been studied,there are problems such as incomplete concept cognition,lack of understanding of functions and properties,unreasonable use and expression,and poor ability to transform mathematical language.Based on the investigation results and teaching practice,the paper provides teaching ideas for teachers to guide students to clarify the concept,content,function and implicit meaning of mathematical symbols in the teaching process.It is suggested that teachers should attach importance to students' ability to apply mathematical symbols and cultivate their ability to transform mathematical language.