Investigation And Research On Mathematical Symbol Awareness Of Eighth Grade Students

Core literacy is known as the DNA of contemporary basic education.The top concept of Future Basic Education is to strengthen students’ core literacy skills.As the foundation of core literacy,mathematical symbolic awareness plays an important role in compulsory education,Therefore,it is very important to develop a symbolic awareness of the students.Aiming at the eighth-grade students’ ability of mathematical symbolic awareness,This survey employs literature and questionnaire survey methods.The research questions are as follows:(1)What is the current situation of students’ mathematical symbolic awareness in the field of "Graphics and Geometry" ?(2)What are the differences in students’ mathematical notation awareness among different genders,regions and grades?(3)What is the correlation between students’ usual scores and math test scores? What is the correlation between the dimensions of mathematical symbolic awareness and students’ usual mathematics achievement?In this survey,a total of 240 junior high school students were selected from the internship site.First,we thoroughly collected and analyzed related materials,combined related theoretical basics and basic knowledge,and then implemented the "compulsory education curriculum." Standards(2011 Edition)"" Defines the recognition of mathematical symbols as follows: Understanding symbols,converting and manipulating symbols,creating questionnaires and test papers,distributing and recovering questionnaires,and investigating.Final analysis of the data to determine the results.The main conclusion of this paper is that at this stage,the 8th grade students’ perception of mathematical symbols in the field of "graphics and geometry" is intermediate or higher,and they have different grades at the 0.05 level,and the main symptoms are mathematical symbols for excellent and excellent students.Sign recognition levels are significantly higher than average and failing students,and the grade of difference between good and good students is not clear;At the 0.05 level,there is a significant difference in the level of recognition of mathematical symbols among students from different regions,and the results show that counties are higher than townships.There are no significant differences between boys and girls of different genders.At the.01 level,there was a significant positive correlation between the student’s normal score and the student’s test score,as well as a correlation between each dimension of marker recognition and the student’s normal score.After investigation and analysis,this paper presents proposals for cultivating students’ awareness of mathematical symbols:(1)Embed historical materials such as the source and background of symbols into the classroom;(2)Establish connections to build a knowledge system;(3)Deepen the variant training in symbol transformation and operation;(4)Pay attention to teacher-student interactions and strengthen communication between hometown and county schools.