Investigation And Analysis Of Elementary Students’ Ability Of Language Conversion In Mathematics

Solving word problems is the key and difficult point of primary school mathematics learning.Students often have obstacles when solving word problems.Superficially,it is because students cannot use formulas and equations to express the quantitative relationship contained in the written language.In the practice of education,the author found that the root cause of students’ problems in solving word problems is the difficulty in the conversion of mathematical language,some in the conversion of text language into sign language,some in the conversion of text language into graphic language(Non-psychological "schema"),some in the conversion of graphic language into sign language.So what is the current situation of primary school students’ mathematical language conversion ability? What is the most difficult aspect of primary school students’ mathematical language conversion? Is there any difference in mathematical language conversion ability of students in each grade? What are the differences? What are the main factors that affect the students’ ability of mathematical language conversion? How to cultivate pupils’ ability of mathematical language conversion?Based on the above problems,the author uses test paper survey method,interview method and classroom observation method to explore the level of primary school students’ mathematical language conversion ability and its influencing factors: First of all,by sorting out the contents related to mathematical language conversion in the mathematics textbooks of the humanities Edition for grades 1-6,the author proposes the specific contents of the mathematical language conversion ability that students in grades 1-6 should have,and formulates the mathematical language conversion ability test questions for grades 3-6,which will be formally tested after revision.Secondly,on the basis of the SOLO classification theory,the author proposed the criteria for the level classification of mathematical language conversion ability,formulated the scoring criteria for test questions and the level classification criteria for test questions,analyzed students’ answers,and evaluated students’ mathematical language conversion ability.On the basis of SOLO classification theory,the author puts forward the classification standard of mathematical language conversion ability.Based on this standard,the scoring standard of test questions and the classification standard of test questions are formulated to analyze students’ answers and evaluate students’ mathematical language conversion ability.Finally,based on students’ answers,As well as students’ interviews,teachers’ interviews and classroom observations,to explore the factors affecting students’ mathematical language conversion ability.The main conclusions and recommendations are as follows:(1)In the whole primary school stage,students have the best mutual conversion ability between sign language and graphic language,while their ability to convert text language into graphic language is the worst,that is to say,pupils have great difficulties in converting text language into graphic language.The lack of language ability is the key to students’ breakthrough in word problems.The author suggests that the primary school should focus on cultivating students’ ability to convert text language into graphic language.(2)It is also difficult for grade 3-5 students to convert schema language into written language.Therefore,we should also focus on training the language generalization ability of the middle aged students on the schema structure,focus on training the ability of abstracting the quantitative relationship from the physical graph or line segment graph and expressing it with words.Analysis shows that grade 6 students have great difficulty in converting text language into sign language,and the fundamental reason is the lack of the ability of converting text language into graphic language so as to form an accurate quantitative relationship.Therefore,it is necessary to cultivate primary school students’ ability of converting text language into sign language.We should not only train the students’ ability to express the quantitative relations in mathematical problems with algebraic expressions and equations,but also train their ability to construct schema language.(3)The influencing factors of students’ mathematical language conversion ability:(1)teachers’ emphasis on the cultivation of students’ mathematical language conversion ability;(2)The degree to which teachers display the thinking process of mathematical language conversion in teaching;(3)The practice time of students’ mathematical language conversion.The author thinks that teachers should pay attention to the cultivation of students’ ability of mathematical language conversion.In the process of using mathematical language conversion to help students master the essence of knowledge and explore the way of thinking to solve mathematical problems,they should show the thinking process of mathematical language conversion to students,and provide students with more opportunities to practice mathematical language conversion through variant exercises.