Investigation And Research On Mathematical Abstract Ability Of High School Students

As the concretization and refinement of the Party’s policy on education,six mathematical core literacy emerged as the times require.For the mathematical core literacy,the definition of the revision group of high school mathematics curriculum standards emphasizes the requirements of mathematical ability.Mathematical abstraction is not only the first of six core literacy,but also the kernel of mathematical thinking ability and the essential feature of mathematical discipline.Especially,senior school is a crucial period for students to develop their abstract ability.It can be seen that the importance of studying high school students’ mathematical abstract ability and the necessity of developing mathematical ability.This study mainly adopts methods such as literature analysis,test and interview survey.Combining relevant literature to define the connotation of mathematical abstraction competencies and the measurement standards for high school students’ mathematical abstraction competencies:constructing an evaluation framework for high school students’mathematical abstraction competencies from three dimensions:content,nature and level.After that,the framework was further refined into 15 evaluation indicators.According to the evaluation indicators,the test paper of high school students’mathematical abstraction competencies is prepared for testing.The test results are analyzed and the current level of high school students’ mathematical abstraction competencies can be obtained:(1)The overall situation of high school students’ mathematical abstraction competencies in Wuxi was general;(2)There is no significant gender difference in the mathematical abstraction competencies of high school students in Wuxi.Male students perform better in challenging comprehensive problems,while female students have more advantages in basic and descriptive language problems;(3)There is a significant class difference in the mathematical abstraction competencies of high school students in Wuxi,with key class students performing better than parallel class students in both overall and different dimensions.Based on the interview results,the main influencing factors of high school students’mathematical abstraction competencies are:(1)The influence of the phenomenon of neglecting knowledge sources in the classroom concept teaching process;(2)High school mathematics learning excessively focuses on exam scores while neglecting the cultivation of students’ modeling abilities;(3)Some teachers have failed to design class teaching based on students’ current cognitive characteristics.Based on the consideration of the conclusion,the following suggestions are proposed to address the problems existing in the process of cultivating students’ mathematical abstraction competencies:(1)Concept teaching-focusing on the identification and exploration of essential attributes;(2)Teaching innovation-achieving flexible selection of teaching models;(3)Stratified teaching-reflecting the subjectivity of students.