| Mathematics literacy has been studied for a long time in the field of mathematics education in China.The Mathematics Curriculum Standards for general Senior High Schools(2017 Edition)clearly defines the core literacy of mathematics,and in the suggestions of teaching and evaluation,it is pointed out that "Mathematics culture should be integrated into teaching activities to improve the core literacy of mathematics".At present,most of the research on the integration of mathematical culture into teaching activities to improve core literacy of mathematics disciplines explored the training path of students' mathematics abstract literacy from the theoretical level,and the research on the influence of mathematics culture on mathematical abstract literacy is lacking.This paper is devoted to trying to construct a mathematical culture teaching model,and through experimental research to verify the impact of the teaching model on junior high school students' mathematical abstract literacy.In this study,a new teaching model of mathematics culture is concluded and constructed through literature research,combining with constructivist learning theory and Freudenthal's theory of realistic mathematics education,and the implementation process and operation points of the mode are explained in detail.The teaching mode is the basis of experiment implementation and questionnaire design.Secondly,according to the description of mathematical abstraction accomplishment in The Mathematics Curriculum Standards for general Senior High Schools(2017 Edition)and the research foundation of other scholars on mathematical abstraction,the abstract literacy of mathematics is divided into two dimensions of cognition and affection and seven levels.At the same time,drawing on the domestic PISA test questions and Piaget's cognitive development theory in 2012 and 2015,the test questions and questionnaires for measuring the abstract literacy of junior high school mathematics were compiled,which provided guarantee for the acquisition of experimental data.By using SPSS20.0,the test data and survey data of the experimental group and the control group were analyzed and discussed before and after the experiment,and the following research conclusions were obtained:(1)Mathematical culture teaching mode has a significant effect on improving the cognitive dimension of junior high school students' mathematical abstract literacy.Among them,the level of mathematical image abstraction and symbolic abstraction of students' cognitive dimension has a greater effect,while the level of students' mathematical model abstraction has a smaller effect.(2)Mathematical culture teaching mode has a significant effect on improving the emotional dimension of junior high school students' abstract mathematics literacy.Among them,the emotional level and value level of students' emotional dimension have a greater effect,while the attitude and belief level of students have a smaller effect.(3)There are gender differences in the influence of mathematical culture teaching mode on the cognitive dimension and emotional dimension of mathematical abstract literacy in junior high school.The effect of mathematical culture teaching mode on the cognitive dimension and emotional dimension of male students' mathematical abstract literacy is greater than that of female students' mathematical abstract literacy cognitive dimension and emotional dimension.On the whole,this teaching mode can promote the improvement of abstract literacy of junior high school students,especially for boys.Based on the above conclusions,this study draws the following enlightenments:(1)Mathematics teaching should pay attention to the reality of the implementation of the mathematical model;(2)Mathematical teaching should pay attention to the cultivation of non-cognitive factors in students' mathematics learning;(3)Mathematical teaching should pay attention to students' gender differences and promote students' common development;(4)The cultural factors of mathematics content should be fully exploited and infiltrated in mathematics teaching;(5)Developing a localized tool for evaluating the core literacy of mathematics positively.There are still some shortcomings in this study: For example,the sample size is small and the knowledge coverage of the test questions is not wide,which needs further research and improvement. |
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