Investigation And Research On The Teaching Of Mathematical Symbol Awareness In The Third Stage Of Primary School

As a mathematical language,mathematical notation play an important role in the expression and communication of mathematics.From the Compulsory Education Mathematics Curriculum Standards(Experimental Draft)to the promulgation of Compulsory Education Mathematics Curriculum Standards(2022 Edition),"symbol awareness" has always been one of the core qualities of primary school mathematics curriculum.The first and second stages of primary school are important stages for the development of students’ symbol consciousness,while the third stage of primary school is a "critical period" for the development of students’ symbol consciousness.Analyzing and solving the problems in teacher symbol consciousness teaching during this stage is beneficial for the development of students’ symbol consciousness.Based on this issue,mathematics teachers from the third stage of primary school were selected as the research object.Through observation and interview methods in qualitative research,indepth frontline teaching was conducted to investigate the practical situation of teacher symbol awareness teaching,analyze the problem and its causes,and propose feasible suggestions on this basis.Firstly,based on the analysis and sorting of literature on symbol awareness,combined with the concept of "learning based teaching",the teaching of teacher symbol awareness is divided into four types: symbol recognition teaching,symbol operation teaching,symbol reasoning teaching,and symbol expression teaching.Using self-made interview outlines and classroom observation records,this study aims to understand the current situation of symbol awareness teaching for mathematics teachers in the third stage of primary school from four aspects: the sources of teacher symbol awareness teaching,the types of symbol awareness teaching,the stages of symbol awareness teaching,and the methods of symbol awareness teaching.It is found that there are mainly the following problems: firstly,the sources of symbol awareness teaching knowledge lack universality;Secondly,the teaching of symbol consciousness has a bias;Thirdly,there are few high-level teaching methods for symbol awareness teaching;Fourthly,the teaching process of symbol consciousness has concentration;Fifth,the teaching method of symbol awareness lacks active participation from students.Secondly,through the analysis of teacher interviews,it was found that the reasons for the problems are: firstly,at the teacher level,there is insufficient knowledge reserve related to teacher symbol awareness teaching;Teachers are constrained by traditional educational concepts;Teachers lack the ability to design teaching with symbol awareness;Insufficient communication among the teacher community and lack of sharing of symbolic awareness teaching experience.Secondly,at the student level,there are differences in students’ cognitive development levels;Students have different learning needs.Thirdly,at the school level,the training of symbol awareness teaching is insufficient;The resources for symbol awareness teaching are relatively scarce;The evaluation system for symbol awareness teaching is lacking.Finally,based on the causes of the problem,suggestions are proposed: firstly,attach importance to teaching symbol awareness and broaden channels of understanding;Renew educational concepts and focus on teaching mathematical core competencies such as symbol awareness;Reasonably design the links and methods of symbol awareness teaching to improve teaching ability;Optimize the teacher community and achieve efficient transmission of symbolic awareness teaching experience.Secondly,based on students’ cognitive differences,improve the teaching level of symbol awareness at different levels;According to students’ learning needs,appropriately improve the level of symbol awareness teaching.Thirdly,strengthen teaching and research training efforts to achieve a virtuous cycle of symbol awareness teaching;Integrate school resources and build a tool library for symbol awareness teaching;Improve the teaching evaluation system and encourage symbolic awareness teaching behavior.