Research On The Current Situation And Countermeasures Of Mathematical Symbol Sense Of Primary Students

In 2001,the Mathematics Curriculum Standards for Full-time Compulsory Education(Experimental Draft)first put forward the concept of "Symbolic Sense" as one of the six core concepts of the curriculum.In 2011,"Mathematics Curriculum Standards for Compulsory Education(2011 edition)" revised "Symbolic Sense" to "Symbol sense",which attracted the attention of researchers and front-line teaching staff.Scholars began to discuss the connotation of "Symbol sense",but in recent years,teachers and scholars have little research on the teaching of mathematical symbol sense.In this study,I do a survey on 343 pupils in grade 4-6 and 315 teachers by questionnaires.The current situation about mathematical symbol sense in grade 4-6was obtained.Mathematical symbol sense in grade 4-6 was summarized as follows:pupils' awareness of mathematical symbols in grade 4-6 is not flexible enough;it is easy to confuse the meaning of mathematical symbols,;the sense of using symbols is weak;the reasoning of mathematical symbols is difficult,and so on.In addition,grade,gender and other factors also have a significant impact on mathematical symbol sense of pupils.The conclusion of the present mathematical symbol sense teaching situation of teachers is that primary school teachers' understanding of mathematics symbolic sense is not comprehensive,;there are many difficulties in the teaching of mathematical symbol sense of primary school teachers,but lack of methods to guide;and teachers have bias on teaching of mathematical symbol sense.Based on the results of the survey and interviews with teachers,this paper puts forward the following five teaching strategies and four suggestions to improve the teaching effect.Five teaching strategies are: firstly,to help students perceive symbols driven by situational problems;secondly,Step by step to promote students' understanding of mathematical symbols;thirdly,to carry out mathematical activities with diversified symbolic tools as carriers.Fourthly is to infiltrate the idea of modeling,improve students' ability to apply symbols,and fifthly isto teach from the students' mathematical symbol sense level.Four suggestions for improvement are as follows: firstly,teachers should strengthen the study of curriculum standards and independent learning after class;secondly,teaching contents related to mathematical symbol sense should be increased in after-service training and teaching research;thirdly,activities of increasing the sense of mathematical symbols in extracurricular practice;fourthly,increasing teaching aids related to mathematical symbol sense and created teaching modes.