Junior Middle School Mathematical Symbol Language Learning And Teaching

Language of mathematical symbols plays a decisive role in the development ofmathematics. It is the only mathematical communication language, withoutdiscrimination of race and national boundaries. By the language of mathematicalsymbols, people experience the wonders of mathematics, explore mathematicalmethods and exercise mathematical thinking, it makes the unique charm.Junior high school is the critical period of learning mathematical symbolslanguage,“The full-time compulsory education course standard” made “Symbolawareness” as the core concepts of math learning content junior high schoolmathematics transition from arithmetic to algebra made the learning of symbolslanguage difficult for the students in the thinking of the transition period, it is alsobecome an important factor in students’ mathematics learning difficulties. Based onthe understanding of the students’ symbol language learning situation, teachers shoulduse the reasonable teaching strategies to have an effective class, help the studentsovercome the symbolic language learning problem.This issue based on the pedagogy, psychology, by means of the modern theory ofcurriculum and instruction, mathematics thinking, mathematics methodology and thejunior high school mathematics textbooks, both from the theoretical and empirical tohave the research survey. First of all, by study the information of the mathematicalsymbols language at home and abroad, use the literature analysis to collate therelevant theory, determine the thesis content is: To analysis the mathematics symboliclanguage learning in junior high school and the real process of teaching systems, andfind out the existing problems and to analyze and solve. Use the method ofquestionnaire test and interview to have an investigation for teachers and studentsfollowed by. According to the language of junior high school mathematics textbooksto preparation the test volume, one hundred students in grade9take part in the tested.Comprehensive analysis of the test case, categories summary of the existing problemsof students and attributed it; according to the students in the learning of sign language,we have an interview survey for the teachers and be recorded. Finally, combined of the learning and teaching status quo, giving the mathematical symbols languageteaching recommendations.This article emphasis on empirical research and analysis, have a detailedbreakdown of the junior high school math symbolic language learning problems. First,the problems of the students’ awareness of the symbolic language, including studentsblurred for the math notation, formulas, rules and theorems memory; have a scatteredlearning of the language content of mathematical symbols; superficial understandingof the symbolic language of mathematics and transformation. Second, expression inthe students’ symbolic language, including not standardized writing in mathematicalsymbols; not developing a good habit of using the language of mathematical symbols;the outputs of the mathematical symbol language understood does not match itself.Third, the emotional aspects in the students’ symbolic language, including theinterests of the subject of the symbolic language dull; lack of willpower to overcomedifficulties by learning sign language. Analyzed the summarized of these three typesof problems and their causes, the junior high school math symbols of languagelearning have be grasped.Combination of the learning problems of students and teachers teaching situation,this paper gives advice from the teaching requirements and teaching countermeasures.First, put forward five points of mathematical symbols language teachingrequirements, including: combining the language abstract mathematical symbols andspecific; unified mathematical symbols knowledge of the language construct andconsolidate; the diversity and effectiveness of language teaching methods focus onmathematical symbols; emphasis on mathematical symbols of language cognitivestructure and thinking training; fully stimulate for students’ motivation, pay attentionto the language of mathematical symbols individual differences in learning. Proposedthe symbol language teaching countermeasures then: A correct understanding of thelanguage of mathematical symbols important position, to strengthen memory on thebasis of the understanding; conform to the junior high school students thinkingcharacteristics to guide students in mathematical symbols "rediscovery"; emphasis onthe teaching of sign language internal sense to build knowledge of the language system of mathematical symbols; concerned about the language characteristics ofmathematical symbols, teaching taking into account the content and form; contactsymbolic language practical, the symbols awareness have be cultured from theproblem-solving; pay attention to the way of thinking inherent in the language ofmathematical symbols, formation and development of students’ mathematical quality;enhanced the exchange of teachers and students of mathematics, lively carry outsymbol language teaching activities; promote the students’ understanding of thesymbol language of mathematics sense of beauty, cultivate interest in learning.