A Survey Of The Learning Situation Of Algebra Knowledge In Primary School

"Number and algebra" is a very important learning field in the process of nine-year compulsory education.Based on the physiological and psychological characteristics of students at different ages,the nine-year compulsory education is divided into three learning stages.Second learning paragraph: master the operation between the number and the number of knowledge;Learn algebra such as equations and functions.Such division is inevitable for students in grade 6 and grade 7 to face the transition from arithmetic knowledge to algebra knowledge.Although there are some learning materials to enhance algebraic thinking and algebraic knowledge in elementary school textbooks,there are still many problems in students' learning habits and thinking habits.For example,many students are afraid of the number of letters of the problem,feel helpless;Lack of awareness of solving problems with algebraic knowledge,only used to solve problems with arithmetic methods;It is difficult to describe the law of quantity change.These problems not only affect the learning effect of students,but more seriously affect the formation and development of students' mathematical thinking,and have a negative impact on their subsequent learning.Therefore,it has become an urgent problem to deeply understand the practical difficulties of primary school students in learning "number and algebra",analyze the causes of the problems,explore solutions to the problems,and help students smoothly realize the transition from arithmetic thinking to algebra thinking.In this paper,the author's primary school sixth grade students as the main object of study,the use of literature,survey and interview method,the north normal version of the primary school mathematics textbooks as the main reference materials to study this problem.First of all,a questionnaire was prepared for the four most representative aspects of algebra knowledge in primary school mathematics,namely symbol consciousness,equation and solution equation,description of quantity change and content of multiple representation.Secondly,an interview outline was designed and some teachers in the schools that issued questionnaires were interviewed and recorded.Then,make statistics on the recycled papers,analyze and summarize the main problems based on the interviews with teachers and students,and analyze the causes of the problems.It is concluded that the main problems in students' algebraic knowledge learning are as follows :(1)students' use of symbols is patterned,and the specific meaning of symbols cannot be fully understood;(2)do not look for the equivalence relation between the equation and the solution equation,do not use the equivalence relation to solve practical problems,and lack the consciousness of solving the equation;(3)students cannot master the description and application of function change rules;(4)students are not able to deal with the relatively complex multiple representation problems of mathematical relations,and their representation forms are single and their awareness of representation is weak.Combined with teacher interviews,the causes of the problems are analyzed in depth.The reasons can be summarized as follows :(1)primary school students are at a relatively low level of understanding of symbols,lack of experience in solving problems with algebraic expressions,and lack of ability to analyze algebraic expressions.(2)students lack the thought of equation and the consciousness of transformation when solving practical problems with equation;(3)students' abstract thinking ability is in the low stage,and there are not enough situational teaching and life-oriented materials;(4)students have insufficient divergent thinking ability,insufficient experience accumulation,and insufficient understanding of the internal relations and diversity of things.Finally,based on the above investigation and analysis results,combined with the problems :(1)explore multiple channels,enrich the content and form of activities,and gradually enhance students' symbol awareness;(2)improve the level of association analysis,implement algorithm diversification,and gradually develop student equation ideas;(3)expand thinking mode,construct diversified knowledge structure and improve students' multiple representation level;(4)carefully design materials,infiltrate the idea of change,deepen the idea of experience function.