Research On The Cultivation Of Mathematical Abstract Thinking Of Junior Middle School Students

With the continuous deepening of the new curriculum reform,the educational community is also paying more and more attention to the cultivation of middle school students’ comprehensive abilities.Based on the concept of "mathematical core literacy" proposed in the mathematics discipline,mathematical abstract thinking is very important in the cultivation of middle school students’ mathematical abilities.Firstly,using the literature research method,this paper reviews the existing research status at home and abroad,and combines different scholars’ understanding of mathematical abstract thinking to define the concept of mathematical abstract thinking for junior high school students,respectively elaborating on cognitive development theory and constructivist learning theory,laying the theoretical foundation for this study.After that,the questionnaire survey method was mainly used to investigate the current situation of the development of mathematical abstract thinking among junior high school students in Loujiang Experimental School in Kunshan City.The problems and causes of various dimensions of mathematical abstract thinking among junior high school students were analyzed,including the dimensions of knowledge learning and skill mastery,problem solving and practical ability,mathematical expression,mathematical abstract literacy,and mathematical emotion.The performance of students’ abstract thinking in all dimensions is not optimistic and needs further improvement.The main reasons include the students’ lack of solid basic knowledge,the single teaching method of teachers,the difficulty for students to abstract mathematical problems,the lack of understanding of mathematical language,and the poor practical application ability of mathematics.Based on the analysis of the current situation,shortcomings,and causes of the cultivation of mathematical abstract thinking among junior high school students,countermeasures and suggestions are proposed from five dimensions: knowledge learning and skill mastery,problem solving and practical ability,mathematical expression,mathematical abstract literacy,and mathematical emotion.