For example, in real life, signs in shops, red "X" signs in hospitals, traffic signs on expressways … all kinds of symbols can be seen everywhere. In this symbolic world, students' life experiences make them feel the practical significance of the existence of symbols. For example, they can immediately think of McDonald's when they see the exquisite "M" in front of the store. It can be said that in daily life, students have initially gained a sense of symbols, and they feel the simplicity, rigor and scientificity of symbols in their lives. This kind of symbolic consciousness has a positive role in promoting the formation of mathematical symbolic sense.
For another example, when teaching "Looking for the Law", the courseware shows that the lanterns on the roadside are arranged according to the law of purple, green, purple and green. Question: Can you find a way to show the regularity of this row of lanterns? Because lanterns are difficult to draw directly, it is easy for students to make use of the existing symbolic experience and think independently. Students can draw or write all kinds of symbols, full of personality. These symbols are just the existing symbol consciousness at work. Students are pleasantly surprised to find that they are also a researcher, explorer and discoverer!