Practical Cognition And Communication Of Mathematical Symbols

The consciousness of mathematical symbols in educational practice consists of the communication of mathematical symbols and the practical cognition of mathematical symbols,that is,the teaching and learning of mathematical symbols from the perspective of constructivism.Due to the particularity of history,geography and culture in Tibet Autonomous Region,the mathematics learning difficulty of Tibetan students is an urgent problem to be solved.Then,as one of the six core qualities of mathematics in the compulsory education mathematics curriculum standards,is the consciousness of mathematical symbols the factor that leads to the students' mathematics learning difficulties in Tibet Autonomous Region? In order to better maintain the relevance of the research,while mining the directivity of the problem,this paper uses a comparative study of the status quo of Chinese and Tibetan mathematical symbols.We visited eight classes of four middle schools in Tibet Autonomous Region and the mainland(387 students and 8 teachers in total).We conducted a survey on grade seven,which is the key grade in the formation of mathematical symbol consciousness in compulsory education.We also conducted quantitative research based on natural observation(Lectures)and structural interviews(interviews with teachers),subjective evaluation(questionnaire)and objective test(measurement)Test paper)based on qualitative analysis.The study found that teachers in the mainland and Tibet Autonomous Region have their own characteristics in their own awareness of mathematical symbols,teaching methods,and classroom communication,which is the difference in communication when teaching mathematical symbols;while students in the mainland and Tibet Autonomous Region do have differences in the four levels of awareness of mathematical symbols and the 12 specific operational indicators they represent,and the questionnaire and survey are not the same The results of the questionnaire tend to be consistent,that is,on the whole,Han students are higher than Tibetan students in both subjective evaluation and objective test,which is the difference of practical cognition in learning mathematical symbols.In addition to the influence of Tibetan traditional mathematics culture on Tibetan students,education theory also emphasizes "teaching as cause and learning as result".Then the two "excesses" of teachers in Tibet Autonomous Region in the classroom teaching of mathematical symbols,that is,overemphasizing less interaction or even no interaction in lecture presentation and overusing explanatory mathematical symbols in lecture presentation,result in the separation of meaning and application,which can be ignored unintentionally It can cause Tibetan students' difficulties in learning mathematical symbols,such as only writing the results,not writing the thinking process;not familiar with the reading and writing methods of mathematical symbols;like to use the number itself or assignment method instead of mathematical symbols,and so on.Therefore,in view of the "symptoms" of Tibetan students' difficulties in mathematical symbols,it is necessary to find out their "roots" so as to suit the remedy to the case.This paper suggests that teachers in the autonomous region participate in the teaching of mathematical symbols as instructors and organizers,so as to give students more space and time to communicate and exchange their understanding of mathematical symbols and questions.At the same time,it also suggests that teachers should emphasize the meaning of mathematical symbols and mathematical symbols themselves at the same time,and adopt an organic strategy similar to "first emphasize new contact with mathematical symbols and introduce its origin and meaning,and then explain how to use it in specific questions".The cultivation of the awareness of mathematical symbols is the basis for students to learn mathematics well in the future,and the practical cognition and communication of mathematical symbols is the basis for cultivating solid mathematical symbols.Therefore,I hope this comparative study can make educators and educational practitioners in China and Tibet pay more attention to mathematical symbols.