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近十年来我国数学符号意识研究综述——基于CiteSpace知识图谱分析

A Summary of the Research on Mathematical Symbol Consciousness in China in Recent Ten Years —Knowledge Map Analysis Based on CiteSpace

Education Study / 2022,4(1): 84-93 / 2022-02-28 732 1271

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• Authors: 封晔
• Information:

  苏州科技大学，苏州

• Keywords:
  Symbolic awareness; Mathematical Education; Knowledge graph
  符号意识; 数学教育; 知识图谱
• Abstract: “Compulsory Education Curriculum Standards (2011 Edition)” proposes to make “symbol consciousness” one of the ten core concepts of mathematics, which shows that symbol awareness has become an important part of mathematical literacy. This paper uses the literature analysis method and bibliometric method, combined with the knowledge graph drawn by CiteSpace software, to analyze the mathematical symbol awareness in the past ten years, and found that the study of symbol awareness presents four characteristics: First, the research of mathematical symbol awareness takes colleges and universities as the main research body, attracting a large number of front-line teachers, and the overall trend of increasing research results is presented, but the research is scattered and has not yet formed a research group. Second, the research on mathematical symbol consciousness mainly focuses on the three aspects of understanding research, training strategies, and element composition. The focus is on theoretical research, and there are still a lot of gaps and fillable places in practical research, especially in the investigation of the current situation of symbol consciousness. Third, the research of mathematical symbol awareness in China is biased towards the primary school stage, but the practical research is biased towards the middle and high schools, and has not yet formed a coherent study of the integration of primary and secondary schools, which is an obstacle to the overall formation of the core literacy of the symbol awareness of students in the compulsory education stage. Fourth, the awareness of mathematical symbols in primary and secondary schools in China lacks evaluation standards, and symbol awareness, as a curriculum goal, lacks detailed evaluation standards. 《义务教育课程标准（2011 版）》提出将“符号意识”作为数学的十大核心概念之一，可见符号意识已经是数学素养的重要组成部分。本文运用文献分析法和文献计量法，结合 CiteSpace 软件绘制的知识图谱，对十年间的数学符号意识进行整体分析，发现符号意识研究呈现出四个特点：第一，数学符号意识的研究以高等院校为主要研究主体，吸引大量一线教师，总体呈现研究成果递增的趋势，但研究散乱，尚未形成研究群体。第二，数学符号意识的研究主要集中在理解研究、培养策略、要素构成这三个方面。焦点集中在理论研究上，在实践调研上尤其是符号意识的现状调查上还存在着大量的空白和可填补之处。第三，我国数学符号意识的研究偏向于小学阶段，但实践调研偏向于初高中，尚未形成中小学一体的连贯性研究，对于义务教育阶段学生的符号意识核心素养整体形成存在障碍。第四，我国中小学数学符号意识缺乏评价的标准，符号意识作为课程目标，缺乏详细的评价标准。
• DOI: https://doi.org/10.35534/es.0401015
• Cite: 封晔．近十年来我国数学符号意识研究综述——基于 CiteSpace 知识图谱分析［J］．教育研讨，2022，4（1）：84-93．