摘要
通过自编问卷对我国C市6个区县24所三种类别学校的小学六年级3150名学生的数学符号意识进行了测评,结果显示:小学六年级学生的数学符号意识总体上处在联想与推理阶段,在感知与识别、理解与运算两个维度表现较好,但抽象运算能力不足,利用符号进行推理的能力有限,无法有效地进行联想;学校类别、是否独生子女、数学成绩、父母文化程度、父母陪伴状况及是否参加数学培训等因素对学生数学符号意识水平都有显著的影响。学校、教师、家长都要努力创造条件,帮助孩子提升数学符号意识。
Based on the self-designed questionnaire,3,150 students of the sixth grade from 24 primary schools in 6 districts of a municipality directly under the central government were assessed.It was found that the consciousness of mathematical symbols of the sixth-grade students in primary schools was in the stage of association and reasoning,and they performed well in the two dimensions of perception and recognition,understanding and operation,but their ability of abstract operation was insufficient,and their ability of using symbols for reasoning was limited,so they could not advance effectively association.School type,whether to be the only child of the family,mathematics achievement,parents’ education level,parents’ company status and whether to participate in mathematics training,have significant influence on students’ consciousness level of mathematics symbols.In order to improve students’ consciousness of mathematical symbols,the school,teachers,and parents all should make efforts to promote students’ consciousness of mathematical symbols.
作者
杨思帆
彭岚
YANG Sifan;PENG Lan(School of Education Science,Chongqing Normal University,Chongqing 401331,China;Chongqing Bishan Yuhu Primary School,Chongqing 402760,China)
出处
《成都师范学院学报》
2021年第3期78-85,共8页
Journal of Chengdu Normal University
基金
2017年度教育部人文社科重点项目“数学文化对数学核心素养发展作业的测评模型构建与实证研究”(17YJA880057)。
关键词
小学数学教育
六年级学生
数学符号意识
primary school mathematics education
the sixth-grade students
consciousness of mathematic symbols
