Investigation On The Status Of Mathematical Symbol Sense Of Junior School Students

The mathematical symbol sense defines that the students,under the influence of thinking,are active in the cognitive activities of abstracting the math problems and their core mathematics competence demonstrated by the means of perception,operation,reasoning,expression by the mathematics notations,and it is included in core concepts of the compulsory Education Mathematics Curriculum Standard(2011 edition).The evaluation of symbol sense is the key task to cultivate and develop the students’ symbol sense.Recently,some authoritative people have constructed the evaluation framework of mathematics core literacy,and the evaluation index system of symbol sense has been continuously improved.To do well in the evaluation of symbol sense needs to understand the real connotation and basic elements of symbol sense,and closely combine the teaching background of the students.The mathematics symbol sense covers in the student’s whole mathematics core accomplishment,the mathematics symbol sense appraisal should draw lessons from the mathematics core accomplishment and the symbol sense correlation research theory instruction.The evaluation of junior high school students’ symbol sense should be fully combined with the specific situation of junior high school teaching,according to the curriculum,teaching materials and students’ characteristics.This research has carried on the investigation to the junior middle school student symbol sense,has analyzed the students mathematical symbol language Mastery,the symbol cognition and the application level,including the mathematical symbol perception,the mathematical symbol operation,the mathematical symbol inference and the mathematical symbol expression four aspects.The investigation is based on the PORE evaluation framework of mathematical symbol sense and its corresponding evaluation index system.Literature analysis,questionnaire and interview were used.This study selected 7,8,9 grade students in Yantai 13th Middle School.and obtained the following conclusions through questionnaire data analysis and interviews.First,the junior middle school students’ mathematical sign sense is in the middle level of development,and the sign sense increases with the grade.The development level of the students in the four aspects of symbol sense from high to low is:Mathematical symbol perception,operation,reasoning,expression.Secondly,the students are poor in perceiving the depth and breadth of symbol perception,dealing with the symbolic operation process of standardization,the results of simplicity,symbolic reasoning logic and the use of symbolic reasoning,using the diversity of symbolic expression,accuracy,simplicity and flexibility of performance.Third,there is no gender difference in mathematical symbol sense of junior middle school students.There is a significant difference in symbol sense between grade 7 and grade 8;There was no significant difference between grade 8 and grade 9 in symbol sense.Finally,according to the actual situation of students and teaching,aiming at the four aspects of mathematical symbol perception,operation,reasoning and expression,this paper puts forward the teaching recommendations of symbol sense.