Research On The Cognitive Level Of Complex Numbers Of Senior High School Students From The Perspective Of Core Literacy

Students’ cognitive development level is constantly increasing in the process of learning,so it is urgent for every teacher to think seriously and actively practice how to penetrate the core literacy of mathematics in teaching,grasp students’ cognitive development level timely and accurately,and implement precise teaching.Complex number is an abstract mathematical concept,which makes mathematics more complete(referring to the fundamental theorem of algebra)and has a wide range of applications,and is also an important mathematical tool.The knowledge of complex numbers in high school combines "number" and "shape",and is closely related to the knowledge of vectors and trigonometric functions,which reflects people’s cognitive level and ability of basic knowledge of modern science.In this project,we investigate the cognitive level of high school students and analyze the factors influencing their knowledge of complex numbers.The study was based on the core literacy perspective of mathematics,using SOLO classification theory as the research tool,and mainly used literature research method,test survey method and interview method.Firstly,the literature analysis method was used to understand the core literacy of mathematics,SOLO classification theory and the related literature of complex numbers,and to understand the related research results of previous authors.On this basis,a test survey was conducted,and the test was combined with the evaluation model of cognitive level of complex numbers,designed in two dimensions of core literacy and cognitive level,and the recovered test papers were analyzed in detail.The study showed that the overall cognitive level of students was at a moderate to low level;the development of students’ cognitive level of complex numbers was uneven across grades and genders,and the students’ thinking level improved as the grades went up;and the overall thinking level of girls was slightly lower than that of boys when they learned about complex numbers.The higher the cognitive level,the better the students’ academic performance.Due to the influence of the college entrance examination,both students and teachers pay less attention to complex numbers.Students rely on problem solving and teachers rely on problem solving,which neglects the effective penetration and implementation of core literacy in mathematics and greatly reduces students’interest in learning complex numbers.Secondly,interviews were conducted with students and teachers to analyze the factors that affect the learning of complex numbers,such as thinking style and depth of thinking,and to analyze them in terms of standards,textbooks,entrance examinations and teachers.Based on this,we propose the following strategies for teaching complex numbers:(1)to study the curriculum standards in depth and find out the requirements of the curriculum for teaching complex numbers;(2)to strengthen the resources of teaching materials and do a good job in the construction of the curriculum base;(3)to design effective teaching activities and implement the development of students’ core literacy.On this basis,we try to give a case study of teaching complex numbers in the beginning of the unit under core literacy.