Investigation On The Teaching Of High School Sequence Of Number Based On Mathematics Core Literacy

Standards of Mathematics Course of Regular Senior Secondary School 2017(hereinafter referred to as The Standards)gives a clear definition of mathematics core literacy: mathematics related thinking ability that students should possess,that helps them to adapt to life-long development and social development.They include six core literacy: mathematical abstraction,logical reasoning,arithmetical operation,mathematical modeling,data analysis and intuitive imagination.And the education of "sequence" aims to develop the following literacy: mathematical abstraction,logical reasoning,arithmetical operation and mathematical modeling.This paper focuses on mathematics core literacy and is based on a theoretical analysis of the connotation and the components of the basic elements of mathematics core literacy.Its assessment standards are the criteria for evaluating students’ mathematics core literacy specified in The Standards.And it is realized through the teaching of sequence.Research into and an analysis of the present mathematics core literacy performance of senior one students of Y middle of Kunming,Yunnan,and the present status of the teachers’ teaching are carried out.The results for students are as follows:(1)Of the four core literacy,students’ performance in arithmetical operation ranks the first,students’ performance in logical reasoning ranks the second,and their performance in mathematical abstraction and modeling is not satisfactory;(2)The students of liberal Arts class and science class differ greatly in the performance of mathematics core literacy,the students in key class and regular class differ greatly in the performance of mathematics core literacy,but girls and boys differ little in the performance of mathematics core literacy;(3)The interaction of gender and class placement(classification of key class and regular class)for mathematics core literacy performance are significant,and the interaction items have certain influence on the mathematics core literacy performance;(4)There’s a difference between students’ self-assessment results and actual assessment results,namely the results of the self assessment are better than the results of the actual assessment.The results for teachersare as follows:(1)Many teachers cannot understand the concept of mathematics core literacy put forward in The Standards correctly or accurately;(2)For the teaching of sequence in senior high schools,teachers’ teaching ideas and practice are not satisfactory and need to be further improved.Through analyzing the research findings,the following strategies are put forward as regards the teaching design of sequence in the context of "developing students’ mathematics core literacy" :(1)Highlight function,analyze sequence using the concepts and rules of functions,help students learn the ideas of function,emphasize on the essence of sequence and develop mathematical abstraction;(2)In the design of exercises teaching,emphasis should be placed on guiding thinking training,and at the same time,attention should be paid to the accuracy of students’ operations,so as to cultivate logical reasoning and mathematical operation literacy;(3)In the teaching of knowledge application,problem setting should be linked with real life,so as to guide students to solve practical problems with sequence knowledge and cultivate the core accomplishment of mathematical modeling;(4)Center on knowledge teaching,infiltrate mathematical culture into students’ overall learning process,develop students’ mathematical thinking and improve their mathematics core literacy.Finally,a discussion is had on the design of mathematics core literacy based sequence teaching and three versions of teaching design are provided.The research offers some insights into the methods of developing students’ mathematics core literacy and serves as a modest spur to induce other researchers to come forward with more valuable contributions.