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数学符号是用以表示数量关系的记号,在高中数学教学中具有重要作用。根据新编教材统计得知,小学生群体每学期新增42个数学符号,初中生每学期新增120个数学符号,高中生每学期新增约54个数学符号,而这三类学生群体中,45%的学生只懂得一个数学符号的一种含义,38%的学生在逐年次的学习过程中遗忘了所学过的数学符号,这三类学生在符号意义获得能力上经统计分析并无显著性差异。由于学生年级逐次增长,所接触的数学符号意义越来越抽象,也越来越复杂,教师在符号教学中基本都是一笔带过,导致学生对数学符号意义的掌握情况不理想,学习数学的困难系数逐年递增。因此,通过探究数学符号的起源、发展、应用历程,以及数学符号在高中数学课堂中的解读方法及其带来的教学效益,尝试建立一种符号与数学概念之间的教学联系,从而推动高中数学教学的进一步发展。
Mathematical notation is a notation used to indicate a quantitative relationship and plays an important role in high school mathematics teaching. According to the statistics compiled by the new teaching materials, there are 42 math symbols per pupil group, 120 math symbols per semester for junior students, and 54 math symbols per semester for senior high school students. Among these three groups of students, 45% of students only understand one meaning of a mathematical symbol, 38% of students forget the mathematical symbols learned year after year, these three kinds of students have no significant statistical significance in the ability to obtain meaning of symbols Sex differences. Due to the gradual increase of students ’grades, the meaning of mathematical symbols in contact is more and more abstract and complicated. The teachers are basically passing through the symbolic teaching, leading to the unsatisfactory students’ mastery of mathematical symbols. The difficulty coefficient of learning mathematics Increasing year by year. Therefore, by exploring the origin, development, application course of mathematical symbols and how to interpret mathematical symbols in high school mathematics classroom and the teaching benefits they bring, this paper attempts to establish a teaching connection between the notion of symbols and mathematical concepts so as to promote high school Further Development of Mathematics Teaching.