Research On The Status Quo Of Pre-service And In-service Mathematics Teachers' Literacy

With the development of The Times and the deepening of curriculum reform,there is a growing call for the construction of high-quality teachers,which also puts forward new requirements on the quality of teachers.At present,China's research on teacher literacy and mathematics teacher literacy has achieved certain results.However,there is still no unified conclusion on the composition and structural composition of mathematics teacher literacy,and the research on the status of mathematics teacher literacy is also relatively limited,lacking accurate and in-depth understanding.In view of this,this study attempts to explore the status quo,problems and causes of pre-service and in-service mathematics teachers' literacy in Guangxi through theoretical and empirical aspects,and then puts forward Suggestions to improve pre-service and in-service mathematics teachers' literacy.This study combs and constructs the theoretical framework of teacher literacy and mathematics teacher literacy,including the basic connotation and assessment framework of teacher literacy and mathematics teacher literacy,etc.Based on this,a mathematics teacher literacy questionnaire is developed to evaluate the pre-service and Investigation on the status of in-service mathematics teachers 'literacy,and statistical analysis using SPSS 22.0,and then through interviews for mathematics teachers' experience and promote the cause of the obstacles to mathematics teachers literacy analysis,finally it is concluded that improve math teachers' attainment of enlightenment.The research conclusions are as follows:(1)Mathematics teacher literacy questionnaire contains four dimensions of education concept,knowledge,ability and emotional attitude.Among them,education concept includes teacher view,student view,mathematical view and mathematical teaching view,knowledge includes mathematical knowledge,curriculum knowledge,theoretical knowledge,and ability includes teaching ability,management ability,the capacity for scientific research,and emotional attitude include like teaching,reflective consciousness,and development willingness.(2)The pre-service mathematics teachers' literacy level is higher than the theoreticallevel,but the development of each dimension of literacy is not balanced,showing the characteristics of the highest level of education concept literacy,the second level of ability literacy,then the emotional attitude literacy level,the lowest level of knowledge literacy.Based on demographic research,it is found that there is no significant difference in preservice math teacher literacy among students,and the differences mainly focus on gender,ethnicity,education stage and professional category.Through interviews,it was found that the setting and implementation of educational courses in colleges and universities,and mathematics teachers themselves are factors that affect the cultivation and development of pre-service mathematics teachers' literacy.(3)The quality level of in-service mathematics teachers is also higher than the theoretical level,and the development of the quality in all dimensions is not balanced,showing the highest level of ability literacy,followed by the level of educational concept,followed by the level of emotional attitude,and the lowest level of knowledge.Based on demographic research,there are no significant differences in gender,nationality,and schooling among serving mathematics teachers,and the differences mainly focus on the three aspects of educational background,professional title and teaching age.Based on the interviews,it is found that the limitations of pre-service training,the effectiveness of post-service training and the weak willingness of mathematics teachers to develop themselves will hinder the improvement of in-service mathematics teachers' quality and career development to varying degrees.(4)From the comparison results of pre-service and in-service mathematics teachers' literacy in guangxi,it can be seen that there are significant differences in educational concept,knowledge,ability and emotional attitude literacy,and in-service mathematics teachers' literacy level in all dimensions is higher than that of pre-service mathematics teachers.However,in the comparison of the four dimensions of mathematics teacher literacy,it is found that the differences among teachers and literacy are large and the development is unbalanced,among which the emotional attitude and knowledge literacy are at a low level.Based on the above research conclusions,the following inspirations are drawn:(1)The cultivation and improvement of pre-service mathematics teachers' literacy:(1)In the aspect of mathematics professional courses,universities strive to change the subject-based phenomenon and realize the integration of disciplines;(2)In terms of mathematics education courses,it is necessary to pay attention to the cognition of pre-service mathematics teachers on literacy,highlight the teaching differences in junior and senior high schools,pay attention to the modernization of education technology,attach importance to management courses,and encourage pre-service mathematics teachers to devote themselves to educational research.(3)In the aspect of practical courses,"practice" should be carried out throughout the whole process ofeducation and teaching;(4)The improvement of pre-service mathematics teachers' literacy also depends on their subjective initiative.(2)In the development and improvement of in-service mathematics teachers' literacy:(1)In-service mathematics teachers should exert their own subjective initiative,enrich their educational practice,broaden their vision and activate their thinking with advanced mathematics teaching theories;(2)Schools should provide systematic pre-service and post-service training for mathematics teachers to provide strong support and cooperation for the improvement of their literacy;(3)Schools should incorporate the improvement and development of mathematics teachers' literacy into daily education and teaching practices,implement differentiated mathematics teacher literacy promotion strategies,and become a favorable place for the improvement of mathematics teachers' literacy.