A Qualitative Study Of The Mathematical Language Conversion Ability Of Primary School Students

The Mathematics Curriculum Standards for Obulsory Education(2022 Edition)aims to cultivate students to express the real world in mathematical language,as one of the three fundamental qualities for primary and secondary school students in mathematics learning.Mathematical language is an important tool to cultivate students’ mathematical thinking.It not only helps students develop abstract mathematical thinking,but also helps them to better understand and master mathematics.Therefore,cultivating students’ mathematical language conversion ability is crucial to promote the development of students’ mathematical thinking.What is the current situation of mathematical language competence of primary school students? How to cultivate students’ mathematical language conversion skills? Based on this suspicion,this study is therefore conducted from the following six parts:The introduction is a literary study that combines literary analysis of national and international research results,translating mathematical language and mathematical language into key words.At the same time,two basic concepts have been identified:mathematical language and the ability to transform it.The theoretical basis of this work is SOLO classification theory,which has led to the development of research methods and qualitative research.In the first part,evaluation criteria were formulated based on SOLO classification evaluation theory,conducted qualitative analysis of 8 mock papers of Class 1809 of Grade 4 of Changsha D Primary School at the end of the semester,interviewed teachers,and analyzed the current situation of mathematical language transformation ability of fourth grade students from the perspectives of transformation direction,level and gender.The second part is based on the students’ wrong questions,and conclude that there are mathematical language recognition barriers,understanding barriers,conversion barriers,expression barriers in the mathematical language transformation.The third part analyzes the reasons for conversion from the perspectives of mathematical language,mathematical content,students,and teachers themselves,based on the analysis of students’ obstacles to mathematical language conversion.The fourth part is based on the causes of the primary school students,the corresponding causes of the targeted training strategies:(1)pay attention to mathematical language teaching,cultivate students’ language understanding ability.(2)Construct the mathematical knowledge network and create the students’ systematic knowledge structure.(3)Emphasis is placed on language conversion training to cultivate students’ mathematical modeling skills.(4)Strengthen language variant teaching and cultivate students’ language transformation ability.The fifth part is the research outlook and summarizes the research conclusion.Research shows that:(1)From the perspective of transformation direction,students can best transform symbolic language and written language into each other;The ability to convert symbolic language into schematic language is the worst.(2)On the level of conversion ability:The ability to convert text and graphic language between students is relatively low,while the ability to convert symbolic language to graphic language is relatively low.Many students are still below the pre-structural and single point structural levels.However,the ability to translate text and symbolic languages,as well as graphical languages,into symbolic languages is excellent.Many students can reach the level of multi-point structure,but fewer students have the level of correlation structure.(3)In terms of gender,boys are better than girls in terms of inter-between textual language and symbolic language and schema language to symbolic language.On the other hand,girls outperform boys in terms of the mutual conversion of text and graphic language,as well as the conversion of symbolic language to graphic language.