Investigation And Research On The Current Situation Of Mathematical Abstraction Literacy Level Of High School Students

The rapid development of science and technology has made the world more diversified.The demand for talents in society has gradually changed from knowledge-based talents to compound talents with higher comprehensive qualities.In the "Standards for Senior High School Mathematics Curriculum(2017 Edition)",Ministry of Education identified the six literacy,mathematical abstraction,logical reasoning,mathematical modeling,visual imagination,mathematical operation and data analysis as the core literacy of mathematics,that means the quality of mathematics thinking and the key to mathematics that students should meet the needs of lifelong development and social development ability.Among them,mathematical abstraction is the basic of mathematics,and it is the basic way to reflect the nature,relationship and law of things in the real world.Also,it is through students' study of mathematics.Therefore,it is necessary to investigate and study the current situation of high school students' mathematical abstraction literacy.This paper mainly selects the students of Grade One and Grade Three of two high schools in Shijiazhuang,Hebei Province as the research objects.Compile the test based on the knowing level of students mathematical abstraction literacy according to the "Standards for Senior High School Mathematics Curriculum(2017 Edition)" The collected data were analyzed by Excel and SPSS20.0,and the relevant conclusions of the high school students' mathematical abstract literacy situation were drawn:(1)Generally speaking,the students' mathematics abstract literacy level is low.Most students in the sample mainly reach the level one,while the high level students are few,and still there are some students who have not reached the level one,this part of the students is the one who need teachers to pay more attention to in future.(2)There is an obvious difference between Grade One and Grade Three students.The mathematics abstract literacy level of Grade Three students is higher than that of Grade One students,especially on level two and level three.According to the students‘response to these questions,students of Grade One need more penetration of problem situations in teaching,focusing on concept teaching,while students of Grade Three need to strengthen the connection of all kinds of knowledge and enhance their thinking ability from multiple angles.(3)There is no big difference in the level of mathematical abstraction literacy between boys and girls,but boys are slightly higher than girls in terms of average scores,but the difference is small.(4)There is an obvious difference in the level of mathematical abstract literacy among students in two different levels of school,and the higher level of literacy in higher-level schools.At the same time,The author also analyzed the typical mistakes of students' as examples.It was also found that students have certain difficulties in the processes of abstracting mathematical knowledge from concrete to abstract mathematical and the understanding of mathematical concepts is not thorough.Besides,the author also conducted a survey of student learning questionnaires and teacher teaching status questionnaires.The result shows that both teachers and students have a certain basic awareness of mathematical abstraction literacy,but the teachers' understanding of the nature of abstract literacy and how to apply it still seem to be vague.Based on the results above,in teaching,teachers should pay attention to creating suitable situations for students,this will let students accumulate mathematical experience from concrete to abstract.Give high value to concept teaching and strengthen the formation process of mathematical concepts.Lead the construction of student knowledge systems and establish connections between mathematical concepts.Adopt various strategies in teaching to cultivate students' way of thinking;at the same time,organize teachers for training,especially strengthen teachers' understanding of the nature of mathematical abstraction,improve the core literacy evaluation system of students,and implement the overall evaluation of core literacy in teaching.