| The Mathematics Curriculum Standards for Ordinary High School(2017 Edition)advocates strengthening the connection between mathematics and life,and other disciplines,and focuses on cultivating students’ mathematical application ability,that is,the ability to solve practical problems with applied mathematics knowledge.However,under the current teaching format,the level of mathematical application ability of high school students is not high.Therefore,this article aims to explore strategies for creating real problem scenarios guided by STEAM education concepts in mathematics teaching and cultivating mathematical application abilities.By utilizing cognitive load theory for teaching monitoring,the proposed strategies will be optimized to ultimately form more effective training strategies to meet the requirements for cultivating mathematical curriculum application abilities.Based on the principle of convenient samples,this study focuses on the cultivation of mathematical application abilities among first-year students in the context creation under the STEAM education concept.This article adopts three research methods: literature analysis,pen and paper testing,and case study,mainly conducting three parts of research.Research one is a survey on the current situation of mathematics application ability and cognitive load among first year high school students.Study 2 is a study on the relationship between mathematical application ability and cognitive load of first year high school students.The third study is the cultivation strategy and experimental research of mathematical application ability in situational creation under the STEAM education concept.In Study 1,firstly,by reading a large amount of relevant literature and organizing and analyzing the literature,the corresponding dimensions in existing research results were modified to form two new research dimensions,namely the Mathematics Application Ability Measurement Dimension Table and the Cognitive Load Measurement Dimension Table for Grade 1 High School Students.The measurement dimension of mathematical application ability for first year high school students consists of two primary dimensions: knowledge foundation and application ability.The knowledge foundation includes two secondary dimensions:mathematical subject knowledge and other subject knowledge.The application ability includes two secondary dimensions: situational understanding and problem solving.The measurement dimension of cognitive load consists of internal cognitive load,external cognitive load,and related cognitive load.According to the dimension table,the application of exponential function and logarithmic function was selected as the content,and 118 students were tested with paper and pen before the preparation of the test paper,and the current situation of the mathematical application ability and cognitive load of senior one students was investigated.Conduct reliability and validity tests based on the collected data,and analyze the specific situation of mathematics application ability and cognitive load generation of senior high school students in various dimensions.Research 1 found that high school students were divided into three groups based on the total score mean plus or minus standard deviation,with the highest number of students in the high group,the highest number of students in the middle group,and the second highest number of students in the low group.Overall,the mathematical application ability of first year high school students is at a moderate level,and further training is urgently needed.The three types of cognitive load generated by high school students in the test are generally high.In Study 2,SPSS,Excel and other data software were used to classify and organize the collected data,and a correlation analysis and regression analysis were conducted between the mathematical application ability and cognitive load of high school students in Grade 1.The regression equations for the two were obtained.Research 2 found that mathematical application ability was significantly negatively correlated with internal cognitive load and external cognitive load at the 0.05 level,and significantly positively correlated with related cognitive load.Through linear regression,the regression model equation between mathematical application ability and internal cognitive load,external cognitive load,and related cognitive load is: mathematical application ability=43.553-1.085 × Internal cognitive load-0.893 × External cognitive load+0.957 × Related cognitive load.The third study is the cultivation strategy and experimental research of mathematical application ability in situational creation under the STEAM education concept.Through current situation investigation and relationship analysis,from the perspective of adjusting three cognitive load levels,and combining with the creation of real problem scenarios in STEAM education philosophy,this paper proposes strategies for cultivating mathematical application abilities of high school students in the first year.Three students in the middle and low groups of study one,two students in the middle group,and a total of five students were randomly selected.A case study was conducted in their spare time for 6 weeks,twice a week,and a total of 12 times,After the training,5 students completed the post test paper and conducted an experiment post test,comparing the pretest and post test data to verify the feasibility of teaching strategies.Research three proposes the following cultivation strategies:(1)reducing internal cognitive load: reducing the complexity of problem situations,and understanding the actual context through multiple channels;(2)Optimize external cognitive load: avoid irrelevant information interference and find the optimal problem-solving strategy;(3)Increase relevant cognitive load: demonstrate the practicality and interest of mathematics,stimulate learners’ desire for exploration,and enhance learners’ initiative and enthusiasm.Finally,through a case study experiment,the following conclusions were drawn:(1)There was a significant difference in the results of the pretest and post test of students’ mathematical application ability,and the mean values of each first level dimension and total score in the post test were higher than the mean values of each first level dimension and total score in the pretest.(2)After training,the students’ answering situation has improved,indicating that the strategy of regulating cognitive load and combining STEAM concept to cultivate mathematical application ability is significant and effective.The research shortcomings include:(1)the measurement samples were taken from some of the first grade high school students in the local area,and the sample size is relatively small.The conclusions obtained are still to be verified for the effectiveness of the remaining first grade high school students in this high school and other high school students in the first grade high school;(2)The test content only covers the first four chapters of the first volume of the compulsory A version for new teachers,and it remains to be studied whether the conclusion is equally applicable to other grades and other knowledge.Research prospects:(1)Current situation surveys and experimental studies can be conducted on students from multiple schools with significant differences in average levels,and the training strategies obtained are more suitable for the majority of first year high school students;(2)The measurement sample can increase the number of students in the second and third grades of high school,and compare and analyze the mathematical application ability levels of students in the three grades;(3)If time and conditions are sufficient,longer cultivation experiments can be conducted. |
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