D. Help students become more open and confident, creating a comfortable and friendly learning environment.
E. Help teachers better understand students' learning abilities and levels.
F. All of the above
6. In teaching mathematical word problems, do teachers often pay attention to developing students' mathematical communication skills?
A. Very often B. Often
C. Sometimes D. Never
7. According to you, how is the mathematical communication ability of primary school final year students demonstrated?
A. Listen, read, and take notes of necessary mathematical information presented in mathematical text or spoken or written by others.
B. Present and express (speaking or writing) mathematical content, ideas and solutions in interaction with others (with appropriate requirements for completeness and accuracy).
C. Effectively use mathematical language (numbers, letters, symbols, diagrams, etc.) in combination with common language or physical gestures when presenting, explaining and evaluating mathematical ideas in interaction with others.
D. Demonstrate confidence when answering questions, presenting, and discussing mathematical content in simple situations.
E. All 4 answers above.
G. Other manifestations:………………………………………………
………………………………………………………………..………
8. When teaching math word problems, do teachers often pay attention to developing the following skills for students?
Communication skills that students have received in class
Very often through | Frequent | Sometimes | Not real presently | |
Listen, read and write down necessary mathematical information presented in mathematical text or by someone else says or writes. | ||||
Present and express (speaking or writing) mathematical content, ideas and solutions in interaction with others (with appropriate requirements for completeness, Exactly). | ||||
Effectively use mathematical language (numbers, letters, symbols, charts, graphs, logical connections, etc.) combined with common language or physical gestures when presenting, explaining and evaluating mathematical ideas in interaction (discussion) discuss) with others. | ||||
Demonstrate confidence in presenting, expressing, asking questions, discussing, and debating related content and ideas. to mathematics |
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9. According to you, what forms of training are needed to develop the mathematical communication skills of primary school final year students?
Skills
Very necessary | Necessary | Sometimes | No need design | |
Listening math | ||||
Math talk | ||||
Write math | ||||
Reading math |
10. What difficulties do teachers often encounter when fostering mathematical communication skills for primary school seniors?
A. Lack of attention from school administrators.
B. My communication skills are limited.
C. Lack of support from students' families and other forces.
D. Not creating a communication environment for students.
E. Students lack confidence and are shy.
11. According to you, what is the most favorable environment to develop mathematical communication skills for primary school students?
A. Arithmetic problems B. Quantities and measurement problems
C. Geometry problems D. Word problems
12. To what extent do students in your class demonstrate general mathematical communication?
A. Level 0: Students often make mistakes and lack foundation when speaking and writing math, are not able to express their understanding in written language, and are afraid to participate in communication.
B. Level 1: Initially, students can present and explain familiar mathematical content in single, discrete sentences, but they are not yet logical, coherent, or concise.
C. Level 2: Students understand and use familiar symbols and signs to summarize and present mathematical ideas and solutions to friends and teachers in a relatively accurate and appropriate manner.
D. Level 3: Students know how to find out unknown knowledge by asking teachers, friends or finding information from other sources, and are able to speak or write about mathematical ideas and solutions in a concise, clear, logical, and accurate manner with a confident and respectful attitude.
E. Level 4: Students actively participate in the mathematical communication process, present coherently, argue tightly, use correct natural language while speaking or writing mathematics convincingly and effectively; Create connections or convert natural language to natural language and vice versa to accurately represent mathematical objects and relationships.
13. According to you, do the following measures have the ability to develop students' mathematical communication skills?
A. Organize activities to learn math problems to develop listening, reading and recording skills for mathematical information for the problem.
Yes No
B. Organize activities to find solutions and present solutions to train students in presentation skills and to express mathematical content and ideas.
Yes No
C. Organize activities to review problems to practice effective language skills using natural language combined with mathematical language when presenting, explaining and evaluating mathematical ideas.
Yes No
D. Organize a variety of communication forms for students to create confidence in presenting and expressing related mathematical content and ideas.
Yes No
E. Other proposed measures: ...................................................................................
14. Have you attended any training or refresher courses on mathematical communication?
A. Regularly B. Very rarely (number of sessions attended:….)
C. Not yet participated
15. Does your department regularly organize seminars or specialized activities on mathematical communication?
A. Very often B. Often
C. Sometimes D. Never
16. What difficulties do teachers often encounter when teaching primary school seniors to solve word problems?
A. In guiding students to understand math problems.
B. In guiding students to find ways to solve math problems.
C. In guiding students to write answers.
D. In guiding students to state and perform calculations.
E. In guiding students to study math problems in depth.
17. In teaching math, do teachers often add practical problems in addition to the exercises in textbooks?
A. Very often B. Often
C. Sometimes D. Never
Appendix 2
MATHEMATICAL COMMUNICATION SURVEY
AND TEACHING MATH WORD PROBLEMS IN GRADE 4 AND GRADE 5 STUDENT SURVEY FORM
Full name:……………… ……..Class….…School…………………
1. What difficulties do you often encounter when solving a word problem?
A. Don't understand the problem B. Find a way to solve the problem
C. Write the solution D. Perform the calculation
E. Presentation of the solution
2. Do you often discuss with friends or teachers when encountering difficult problems?
A. I always ask my friends or teachers when I encounter difficult problems.
B. I often ask friends or teachers when I encounter difficult math problems.
C. Occasionally
D. Never.
3. When expressing your opinion in a debate about a math problem, you usually:
A. Easily express your opinions
B. Need to think to find a way to express your opinion.
C. Have difficulty expressing yourself to others.
D. Never expressed his own opinion.
4. Have you ever participated in discussions or debates involving mathematics?
A. Always B. Often
C. Sometimes D. Never
5. Do you have difficulty summarizing a problem?
A. Always easily summarize all common problems
B. I can summarize most common math problems.
C. I can only summarize some common problems.
D. I don't know how to summarize the problem.
6. Have you ever tried solving a problem in different ways?
A. Always B. Often
C. Sometimes D. Never
7. Have you ever created new math problems from given data or similar to solved problems?
A. Always B. Often
C. Sometimes D. Never
8. Do you have difficulty designing a new problem?
A. Easily design a new math problem
B. You can design a new math problem under the guidance of your teacher.
C. I often have difficulty finding words to express a new math problem.
D. I don't know how to create a new math problem.
9. During math class, do you often express your opinions or debate with your teacher or classmates about how to solve or present math problems?
A. Always B. Often
C. Sometimes C. Never
10. (For those who chose options C and D of question 9) Why do you rarely or never argue with your friends or teachers about math problems?
A. I know but don't want to participate.
B. I don't understand those issues.
C. I understand but don't know how to express those issues.
D. Other reasons (…………………………………………………………………………………………….)
11. Do practical math problems make you more interested in and love math?
A. Yes B. Normal C. I don't like practical math problems
12. How do you rate your math skills?
A. Level 0: Often confused, lacking basis when speaking and writing math, unable to express understanding in mathematical language and afraid to participate in communication.
B. Level 1: Initially, you can present and explain familiar mathematical content in single, discrete sentences, but they are not yet logical, coherent, or concise.
C. Level 2: I understand and can use mathematical language in the form of familiar symbols and signs to summarize and present mathematical ideas and solutions to friends and teachers in a relatively accurate and appropriate manner.
D. Level 3: I know how to find out unknown knowledge by asking teachers, friends or finding information from other sources, and can speak or write about mathematical ideas and solutions in a concise, clear, logical, and accurate manner with a confident and respectful attitude.
E. Level 4: You actively participate in the mathematical communication process, present coherently, argue tightly, use mathematical language accurately while speaking or writing mathematics convincingly and effectively; Create connections or convert natural language to mathematical language and vice versa to accurately represent mathematical objects and relationships.