Research On Differential Teaching Of Senior Primary School Students Based On The Cultivation Of Mathematical Thinking Literacy

Grasping the critical period of students’ thinking development and cultivating mathematical thinking literacy is an important task and key goal of mathematics teaching.Under the background of our country’s basic education with the development of the core literacy of students as the fundamental orientation,the focus of primary school mathematics teaching is gradually highlighting the cultivation of mathematical thinking from the mastery of knowledge.Differences in mathematics thinking of primary school students exist objectively.In order to effectively promote the individualized development of students’ mathematics thinking literacy,the differential teaching activities based on the differences of students’ mathematics thinking can address the pain points of middle school students’ mathematical thinking literacy training and enhance the pertinence of mathematics teaching.Therefore,this article takes the difference teaching based on the cultivation of mathematical thinking literacy as the main research content,takes the individualized cultivation of students’ mathematical thinking as the educational goal,and uses the difference teaching as the way to achieve it.It explores how to effectively cultivate students’ individualization in the upper grades of primary school mathematics teaching activities.The mathematical thinking of different students can be optimally developed.In this study,the fifth grade mathematics teachers and pupils of three public primary schools in Y city are the research objects,the literature method is used to understand the existing research results and theoretical foundations,and the pupils’ differences in mathematics thinking are cultivated as the guidance,and the questionnaire is compiled.Eligible elementary school students and mathematics teachers interviewed with teachers,in-depth observation of mathematics teaching,explored the differences in mathematics thinking literacy of elementary school students and the status quo of the implementation of differential teaching based on the cultivation of mathematical thinking,analyzed and found the problems in the differential teaching practice,and analyzed the reasons.Propose reasonable suggestions for improving the implementation effect of differential teaching.The research has drawn the following conclusions: students do have differences in mathematical thinking and their level of development is not good.At the same time,there are problems in the teaching practice based on the cultivation of mathematical thinking.The specific problems are manifested in that the analysis of academic conditions does not effectively meet the differences in students’ mathematical thinking and teaching goals.Lack of appropriateness for the cultivation of individual mathematics thinking literacy,intuitionistic teaching content,inflexible teaching methods,inflexible evaluation,and improper differential teaching practices of teachers will also lead to poor differential teaching experience among students.The reasons for these problems include teachers’ inadequate theoretical level and application ability of differential teaching,insufficient attention and support of schools to differential teaching activities,and lack of autonomous cognition of their own mathematical thinking development among primary school students.Based on the analysis of the problem,the following suggestions are put forward from the three aspects of school system support,teacher ability improvement,and teaching practice promotion: firstly,from the school’s training concept,teaching and research team building,and literacy evaluation orientation,and from high-level guidance to in-depth teaching of difference;secondly In order to better implement the differential development of students’ individual mathematics The analysis of academic conditions,goal setting,content selection,method application,and evaluation methods are adopted,and corresponding countermeasures are proposed for students’ differences and thinking training needs.