A Study On The Status Quo Of The Mathematical Symbol Language Ability Of Primary Sixth

The individual's mathematical sign language ability is the starting point for the development of their sign consciousness.It is the prerequisite and guarantee for the development of sixth grade students from arithmetic thinking to algebraic thinking.It plays an important role in the further study of junior high school algebra.At present,teachers pay too much attention to the systematic explanation of knowledge conclusions and the training of students' skills in classroom teaching,and ignore the analysis of the characteristics and possible meanings of symbols and the process of students constructing knowledge,which leads to students' inability to fully understand and learn to use mathematics correctly.Sign language.Based on this,this article analyzes the problems and causes in the cultivation of the mathematical symbol language ability of the sixth grade primary school students and puts forward suggestions,in order to improve the students' mathematical symbol language level,and then lay a good foundation for their development of mathematical abstract thinking ability.This article is based on Piaget's Constructivist Learning Theory,Gagne's Information Processing Learning Theory,Saussure's Semiotic Theory and Anderson's Theory of Language Generation as the theoretical basis.It is based on 333 students in the sixth grade of 2 urban primary schools in S District,Chongqing.Students as the research object,using the evaluation method to investigate the mathematical symbol conversion ability,the mathematical symbol association ability and the mathematical symbol manipulation ability of the sixth grade primary school students;supplemented by the interview method,in-depth interviews with 8 teachers and 16 students.To explore the problems and reasons of symbol teaching in depth,and put forward relevant suggestions from the teacher's standpoint.The survey results found that: the overall level of the students' mathematics sign language ability in this grade is lower than the average level.In comparison,students have rich imagination of mathematical symbols,a good grasp of basic mathematical knowledge and concepts,a solid foundation in mathematics,and a good ability in mathematical operations.However,there are the following problems: students write mathematical symbols more casually;mathematical symbol language expression is not standardized;lack of understanding of the meaning of mathematical symbols;affected by negative thinking,single problem solving methods;lack of flexibility in the conversion of mathematical symbols.The reasons are as follows: teachers do not pay enough attention to the teaching of mathematical symbols,and the method of symbol teaching is not systematic;teachers ignore the analysis of the structure and meaning of mathematical symbols in teaching;students are not well trained in expressing mathematical symbols;students are not good at using mathematical symbols to think;The students' mathematics symbol language conversion ability is relatively weak.Accordingly,this article proposes the following strategies: First,strengthen the teacher-student dialogue,construct the meaning of mathematical symbols in practical activities,and at the same time infiltrate mathematical thinking methods and mathematical culture in the teaching of mathematical symbols.Second,teachers guide students to integrate new and old knowledge to optimize their mathematical cognitive structure.Thirdly,teachers pay attention to training students' divergent thinking,and at the same time guide them to develop the habit of using mathematical symbolic language.Fourth,teachers should strengthen the training of mathematics symbol language conversion,and at the same time be good at exploring the teaching value of their“errors”.Fifth,teachers should pay attention to the gender differences of students in the expression of mathematical symbols.