A Cultivation Research Of Mathematical Symbol Sense Of Primary Students

Mathematical symbols are an important part of mathematics, and also the basic elements of mathematics concept, they reveal the essence of mathematical objects, and provide a carrier for mathematical understanding. Because of this,"Compulsory Education Mathematics Curriculum Standards (2011Edition)"emphasizes the importance of "symbol sense". Cultivating students’mathematical symbol sense has been an important task of mathematics teaching in elementary education. Then, what is mathematical symbol sense? Which aspects does symbol sense reflect in? What is the current status and how to foster students’mathematical symbol sense effectively? In order to investigate the above problems, based on the theoretical analysis of the connotation of mathematical symbols, the performance and connotation of symbol sense, the author designs a set of test questions to find out the status of primary students’ mathematical symbol sense and puts forward several suggestions.In addition to the introduction, this study consists of four parts,In the introduction part, the author firstly explains the related research problems of the symbol sense, thinking about the changes in "symbol sense", then the author questions the interpretation of symbol sense of "Compulsory Education Mathematics Curriculum Standards (2011edition)",as well as the status of this research study, research methods, ideas, and so on.The first part is an overview of the mathematical symbols. Based on the symbol itself, the study summarizes the mathematical symbol meaning, characteristics, classification and significance and points out the mathematical symbols that primary students have to master. It lays a foundation for students to develop their mathematical symbol sense.The second part is mainly the analysis of the symbol sense, and this is also the key of the study. Since the definition of symbol sense hasn’t been made in Curriculum Standards by any experts, the author tries to start from the connotation and the part of speech of "sense" to reveal the essence of "symbol sense", and makes a definition for it.The third part is a small survey of primary students’mathematical symbol sense. The survey adopts tests and interviews to find out the status of students’symbol sense, and the students’understandings of symbols, symbol expression, symbol conversion and symbol operation are included in the tests and interviews. For students, they have a smattering knowledge of symbol’ profound meaning, and the awareness of using mathematical symbols is not strong. There are differences in symbol reading comprehension, and they can’t express their thoughts professionally. They also have weak abilities in symbol conversion and symbol operation, and the integrated capacity needs to be strengthened.The fourth part puts forward the training strategies of "mathematical symbol sense" from the concept level and the ability level, based on the overview of mathematic symbols, the connotation of symbol awareness and the current status of primary students’ mathematical symbol sense.