Research On The Cultivation Of Mathematics Drawing And Problem-solving Ability Of First-grade Primary School Student

First-year primary school students are in the stage of rapid development of specific operations,their thinking is mainly based on image thinking,"drawing" is the use of perception and image representation in the process of learning mathematics,on the basis of written language materials,mathematical concepts and laws,as well as complex quantitative relations and other abstract knowledge into concrete pictures,tables and other visual content,so that students can have a more specific image of mathematics learning objects knowledge and understanding.Since the implementation of the new curriculum reform,all parties have been committed to promoting the reform of teaching methods and striving to cultivate students’ autonomy,sense of cooperation and spirit of exploration.Let students draw and draw mathematics,is to change the traditional way of learning mathematics,patiently let mathematics learning really happen,let students think burst,improve students’ ability to draw pictures and solve problems,and enrich their mathematical learning methods.The ability to draw pictures and solve problems in mathematics plays a crucial role in the development of students’ mathematical thinking and the improvement of problem-solving ability.In recent years,theoretical research on the ability to draw pictures and solve problems has been continuously improved,but there is still a lack of research and analysis on the ability of first-year students to draw pictures and solve problems in mathematics.Based on this,this study first takes the cultivation of mathematics picture solving ability of primary school students as the main research problem,uses children’s cognitive development theory and cognitive representation theory,and conducts in-depth discussion and analysis of the problems and reasons in the cultivation of mathematical picture problem solving ability of primary school first grade students through questionnaire surveys,field interviews and case analysis.It is not possible to effectively link pictorial representations with problem solving,and unclear awareness of marking mathematical problems in illustrations.The main reasons for the above problems are as follows:teachers do not teach students how to convert mathematical information into illustrations in drawing teaching;Failure to build a scaffold between students’ knowledge experience and teaching content;There is no emphasis on the completeness of drawing problems and the lack of training in the ability to tell pictures.Then,combined with specific implementation cases,the improvement strategy for the cultivation of mathematics drawing and problem solving ability of first-grade primary school students is proposed:pay attention to the transformation of pictures and texts,and enhance students’ awareness of drawing pictures and solving problems independently;Integrate teaching content to make up for the training gap of students’ drawing pictures to solve problems;Emphasize the completeness of drawing and strengthen the training of students’ ability to express pictures.Finally,based on the above proposed improvement strategy for students’ ability to draw and solve problems in mathematics,taking "The Problem of the Number of People in the Queue" as an example,the successes and shortcomings in the process of teaching design practice are analyzed in combination with the research content.