Content Analysis Of Teaching Materials And Research On Teaching Strategies For Cultivating Algebraic Thinking In Primary School Students

The compulsory education mathematics curriculum standard（2011 edition）the "arithmetic" and "algebra" is divided into a teaching content,Emphasis on the transition from arithmetic to algebra.However,the realization of this transition is not only the update of knowledge content on the surface,what is more important is the transformation of internal cognitive structure,a leap from arithmetic thinking to algebraic thinking.Experts show that arithmetic is essentially algebra.In principle,as long as there is arithmetic,algebra can be developed and cultivated,which means that while developing students’ arithmetic thinking,algebra thinking should also be cultivated.In practical teaching,primary school teachers tend to give priority to arithmetic teaching,and only after the second period of learning will algebra thoughts permeate.This discrete teaching method leads to the solidification of pupils’ thinking and makes it difficult to leap from arithmetic thinking to algebraic thinking.Therefore,it is necessary to pay attention to the infiltration and cultivation of elementary students’ algebra thinking from the first grade,paving the way for the following formal algebra content learning.The purpose of this paper is to study the teaching strategies suitable for cultivating elementary students’ algebraic thinking.The research methods include literature research method,content analysis method and observation method.Firstly,by searching the data of algebra thinking at home and abroad,the theoretical basis of algebra thinking is determined,and secondly,to analyze and summarize the relevant contents of algebra thinking in elementary school mathematics textbooks.Finally,the two lessons of "Addition" in grade one and "Using letters to represent numbers" in grade five are selected as research cases to go deep into the actual classroom.Through classroom observation and records,the existing problems of cultivating elementary students’ algebraic thinking are found:Most of the problems raised by teachers are closed problems;There are some obstacles for students to understand algebraic symbols;Teachers’ understanding of elementary algebra thinking is biased;Students’ ability to analyze and summarize it needs to be strengthened.In view of the content analysis of textbooks and practical teaching problems,relevant strategies are put forward.The early infiltration of "pre-equation" should be emphasized in the lower grade of primary school,and the specific strategies include: creating life situation,understanding the nature of equal sign,encouraging language description,develop symbolic consciousness;The third and fourth grade of primary school should pay attention to the transitional development of "relation",including: guiding multiple representation,sensing quantitative relationship;The essence teaching of "algebra content" should be carried out in the fifth and sixth grade of primary school,and corresponding strategies include: digging into mathematics teaching materials,infiltrating the idea of function,strengthening the operation of symbols and focus on essence teaching.