? In the lower grades, the mathematical languages that students can contact are mainly narrative language and symbolic language. Narrative language mainly focuses on explaining problems, such as what does the formula "5×6=30" mean? Described in mathematical language is "five sixes add up to thirty" or "six fives add up to thirty"; Say the formula "12÷6=2" and describe it in mathematical language as "12 is divided into six parts on average, with two copies each" or "12, with six copies each, which can be divided into two parts". Symbolic language can use formulas to express the problems expressed by ordinary language, such as "the sum of three 5s is equal to 15", which is expressed by mathematical symbols as "3×5= 15" or "5× 3 =15"; Another example is "10 is divided into two parts on average, and each part has five", which is expressed in symbolic language as "10÷2=5". Both of these mathematics languages need students to master skillfully and can be converted independently. Then students will have a series of training as soon as they reach the second grade.
1. Describe the picture information in narrative language.
? In the process of initial exposure to new knowledge, students deepen their understanding of new knowledge and gradually input information about knowledge in their minds, but it is very difficult to output this information in an accurate mathematical narrative language. Therefore, as a preliminary preparation, teachers should first teach students how to describe problems in narrative language.
1, starting with imitation, use narrative language to express specific problems.
At this time, you need to use pictures as an auxiliary tool, as shown below:
The intuitive information in the picture is that horizontally, there are 4 pineapples in each row, a total of 3 rows, and vertically, there are 3 pineapples in each column, a total of 4 rows. Students' statements may be strange at first, such as 4 pineapples +4 pineapples = 12 pineapples, etc. How to express this problem in standard narrative language? The following figure has given an example, that is, "how much adds up?" Students all understand the meaning of this sentence, but it is difficult to say it as it is, so let students imitate its sentence to practice from the beginning, which is a preliminary understanding of narrative language.
2. Starting with independent expression, describe the language with a specific information framework.
? After practicing according to the existing narrative language template, students can try to say it themselves. As shown in the figure below:
If this picture is expressed in accurate narrative language, it is "three sixes add up to 18". If students haven't practiced before, they may say "three groups of balloons, six balloons in each group, one *** 18", which is correct, but it doesn't have the characteristics of concise mathematical language. If students can independently use narrative language to explain the information in pictures, then students' understanding of mathematical language has achieved initial results.
Second, use symbolic language to express picture information.
? After learning the names of four operations and their parts, students begin to express the meaning of problems and solve problems in the form of columns, which is the application of symbolic language in mathematics learning. If students want to master symbolic language well, they need to lay a good foundation when practicing how to express problems in narrative language in order to make a transition to mastering symbolic language. Secondly, students need to thoroughly understand the meaning of each part of the four operations, and what information each part represents in the topic, and students must correspond well one by one. It is not difficult for students to do these two things well and express picture information in symbolic language. For example:
The information in this picture, if expressed in symbolic language, is 8÷2=4, and each part can correspond to the meaning in the picture. 8 stands for these eight cakes, 2 stands for one box for every two cakes, and 4 stands for four boxes.
3. Clever conversion between symbolic language and narrative language
? Both symbolic language and narrative language are used to express mathematical information, and they are the carriers for students to explain the essence of mathematical problems. Therefore, they have * * * in common. Training students to learn how to convert symbolic language into narrative language and narrative language into symbolic language can make students realize the * * * relationship between mathematical languages. Not only that, but also let students deepen their understanding of the topic itself in the process of continuous transformation.