A Case Study Of Implementing Mathematics Operation Literacy In Pre-service Teachers And Expert Teachers' Teaching

The purpose of this paper is to study how a pre-service teacher and an expert teacher implement their mathematical operation literacy in teaching.To this end,this paper sets up the following research questions:(1)How about the teaching design of pre-service teachers and expert teachers?(2)How about the teaching implementation of pre-service teachers and expert teachers?(3)How about the teaching effect of pre-service teachers and expert teachers? What are the reasons for the difference between pre-service teachers and expert teachers in the implementation of mathematical operation quality? The research was conducted by text analysis,classroom observation and test paper survey.The research conclusions are as follows:(1)The results of the four dimensions of mathematical operation literacy are different,and the communication and reflection are the worst.There are obvious differences between pre-service teachers and expert-type teachers in the implementation effect of mathematical operational literacy.The implementation effect of expert teachers is obviously better than that of pre-service teachers.Reasons for the differences: "Teaching design" of pre-service teachers is not enough;Pre-service teachers can not accurately grasp the curriculum standards;Improper teaching methods of pre-service teachers.Based on the research conclusions,the following Suggestions are proposed:(1)Strengthen the communication reflection and control in mathematics operation teaching;(2)Pre-service teachers should strengthen the in-depth study and application of curriculum standards,strengthen the combination of theory and practice;(3)Teachers should communicate and cooperate more to carry out special research on students' mathematical operation accomplishment.