Practical Research On Developing Students' Symbol Sense In Primary Mathematics Teaching

Some scholars once said: "the essence of mathematics is concepts and symbols,and through concepts and symbols for calculation and reasoning".Thus it can be seen that symbol is the basic part of mathematics.Symbols are the language of mathematics.Learners can understand the development process of mathematics through learning symbols.Symbols are also tools for learning mathematics.Developing students' symbol sense,especially how to develop pupils' symbol sense,has become one of the important directions in primary school mathematics teaching.However,in the stage of compulsory education,most of the research on symbol sense tends to study the connotation of symbol sense,the status quo of students' symbol sense development and the teaching suggestions of symbol sense.There is a lack of systematic research on the development of symbol sense teaching.Therefore,it is necessary to study the current situation of symbol sense teaching and teaching,in order to provide teachers with better understanding of the symbol sense of students in the follow-up teaching and to find problems in the development of students' symbolic consciousness.reference.This study explores the connotation of symbol sense,the status quo of teacher's symbol sense and the strategy of teacher's symbol sense through literature,questionnaire and observation.It lays a foundation for exploring teachers' symbol sense and symbol sense teaching.This study is divided into the following sections:The first part,Through literature combing,based on symbolic mediation theory,tool creation theory and symbolic interaction theory,a theoretical overview of symbolic awareness and its role,symbolic awareness learning and its methods,symbolic awareness teaching and its strategies are presented.The study of symbolic awareness teaching lays the theoretical foundation.The second part,empirical research on symbolic awareness teaching based on theoretical construction.The status quo of symbolic awareness teaching is mainly investigated through questionnaires.The survey found that the value of symbolic awareness and its role have been widely recognized in teaching.Of course,there are also some differences,mainly the differences between regions,the differences between teacher experience,and gender differences.The third part is to understand the use of the teacher's symbolic awareness teaching through classroom observation.From the four dimensions of symbolic understanding,symbolic representation,symbolic operation and symbolic thinking,this paper analyzes the strategies adopted by teachers in developing students' symbolic consciousness in the three fields of concept teaching,rule teaching and problem solving teaching.The study found that the strategy of developing students' symbolic awareness is widely used in the teaching process,and the use of strategies is complicated and diversified.At the same time,there arealso problems such as weak connection between strategy and teaching content and low pertinence.The fourth part is an overview of the research results of this study.Through research,it is found that there is a significant difference in the importance and value of symbolic awareness in teaching.In the use of symbolic awareness teaching strategies,it presents a multi-faceted and comprehensive cross-cutting feature,but there are also problems such as insufficient relevance to teaching content,student's academic sentiment,and weak pertinence.In the fifth part,based on the above research,the teaching suggestions for developing students' symbolic awareness are put forward.The following suggestions are proposed from the aspects of improving the teacher's symbolic awareness teaching strategy and the development of multi-evaluation students' symbolic consciousness:In-depth study of the content of textbooks,strengthen the connection between context and symbolic learning;change traditional teaching methods,enhance the interaction between students and teaching situations,and so on.