Research Of The Cultivation Of Junior Art Students' Mathematical Literacy By Pedagogy Of Variation

With the wide application of mathematics in real life and technological development, it becomes a common concern to cultivate students' mathematical literacy in the field of world—wide study on mathematical teaching. Compound talents with overall quality are urgently needed now. Accordingly more and more parents changed the educational idea. They let children major in arts as they enter senior middle school. But mathematics learning becomes one of the bottlenecks while they are learning subjects. So how to change the backward situation of mathematics learning of art students and start to cultivate the mathematical literacy are becoming the problems that urgently need to be solved.Art learning takes up most of the time, so time is accordingly limited for other subjects' learning. And especially the characteristic of mathematics demands lots of time to practice and consolidate, only in this way can the students understand and master the mystery of mathematics and further cultivate their mathematical literacy. Whereas pedagogy of variation is able to solve the contradiction between time and efficiency, mathematical pedagogy of variation becomes a strategy of cultivating junior art students' mathematical literacy.Many methodologies were adopted in this study, such as literature review, systematic analysis, survey, comparison and experiments. Based on the literature review both home and broad, the connotations and features of mathematical literacy were analyzed. Through further theoretical research into pedagogy of variation; this article presented some effective ideas, methods and strategies with a case study. And it analyzed the mathematical literacy situation of junior art students. The result of research showed the pedagogy of variation benefits the art schools' cultivation of mathematical literacy. It also meant that the pedagogy of variation can greatly enhance those students' mathematical literacy when time was limited.The innovation of this dissertation lay in the following:the mathematics pedagogy of variation broke through the thinking tendency of variation inner. It made the variation inner become much supreme by the association of the mathematics and art. And it embodied the essence of pedagogy of variation.