义务教育阶段学生数学符号意识发展节点研究——基于SOLO分类理论视角

Study on the Development Node of Mathematical Symbol Sense of Compulsory Education Students from the Perspective of SOLO Taxonomy Theory

基于数学符号的感知与识别、理解与运算、联想与推理、抽象与表达四个分析层次,调查测评了三个城市学校的2 059名小学生和1 024名初中生数学符号意识状况。基于SOLO分类理论对各节点进行分析,得出以下结论:9个年级学生均可以完成数学符号感知与识别的学习,二、三年级节点处在数学符号的理解与运算层次,四、五年级节点处在数学符号的联想与推理层次,七、八年级节点处在数学符号的抽象与表达层次。

This study is based on four aspects which are respectively called perception and recognition,understanding and operation,association and reasoning,abstraction and expression.Through the investigation and evaluation of 2 059 primary school students and 1 024 junior high school students'mathematical symbol sense in three urban schools,its nodes based on SOLO Taxonomy Theory are analyzed.The conclusions are as follows:all 9 grades students can complete the study of perception and recognition of mathematical symbols;the node between grade two and three is at the level of understanding and operation of mathematical symbols;the node between grade four and five is at the level of association and reasoning of mathematical symbols;the node between grade seven and eight is at the level of abstraction and expression of mathematical symbols.