A Comparative Study Of Trigonometric Functions In High School Mathematics Based On Mathematical Core Literacy

As the embodiment of teaching contents and teaching objectives,textbooks are the main tools for the teachers and students to carry out teaching activities.Under the background of the mathematics core literacy,how to interpret the mathematics textbooks and how to improve the students' mathematics core literacy by using the textbooks have become urgent problems to be solved.Taking the content of “trigonometry function” as the research object,two sets of high school mathematics textbooks published by People's Education Press(PEP)in2004 and 2019 were compared form macroscopic and microscopic dimensions.In combination with the definition of mathematics core literacy in Mathematics Curriculum Standards of Senior High School(2017),the paper defines the embodiment of mathematics core literacy in the textbooks.From the perspective of mathematics core literacy,this paper compares the compilation objectives and chapter arrangement sequence of textbooks at the macro level,and compares the core literacy and level of mathematics core literacy involved mathematical abstraction,logical reasoning,mathematical modeling,visual imagination,mathematical operation and data analysis at the micro level,and draws the following conclusions:In the macro aspect,the new edition includes the trigonometric function chapter into the function module which makes the textbook more integrity,while the old edition has the trigonometric function content separately arranged into one book.“Trigonometric identity transformation” is added in the new textbook,which makes the content more complete.In the micro aspect,the proportion and level of mathematical abstraction literacy in the new textbooks are higher than that in the old textbooks;the proportion of logical reasoning literacy in the new edition is higher than that in the old edition;the proportion of modeling literacy in the old edition is less than that in the new edition;the proportion of visual imagination literacy in the old edition is higher than that in the new edition,and the level of visual imagination in the new edition is higher than that in the old edition;the level of mathematical operation in the new edition is slightly higher than that in the old edition.Based on the conclusion of the research,the following strategies are proposed for the textbook compilation of the chapter “trigonometric functions”: with the help of the periodicity of trigonometric function,cultivate modeling literacy in knowledge experience;enrich the mathematics core literacy of exercises towards the teaching contents;increase the guidance of technology using,improve the intuitive imagination literacy.And also put forward the following teaching strategies: teachers should study and understand the integrity of teaching materials,grasp the general rules of function teaching,help students form a knowledge framework,and improve the mathematics core literacy;combine the teaching process of function concept with modeling process to cultivate modeling literacy;combine with figures and numbers to fully present the definition of knowledge and comprehensively apply the mathematics core literacy;add the mathematics history in the teaching of core concepts to improve the knowledge structure and improve the mathematics abstract literacy.Finally,use the teaching strategies to design the teaching process of “concept of trigonometric function”.