Research On The Factors Affecting The Middle School’s Pre-Service Mathematics Teachers’ Mathematical Critical Thinking Ability

Critical thinking skills in mathematics directly affect the future improvement and development of pre-service secondary school mathematics teachers’ teaching standards.However,studies have shown that the level of mathematical critical thinking skills of preservice secondary school mathematics teachers in China is low.Therefore,identifying the main factors that affect the improvement of preservice secondary school mathematics teachers’ critical thinking skills in mathematics is an urgent research problem.This study was conducted to quantify the pre-service secondary school mathematics teachers with the aim of identifying the main factors affecting the improvement of critical thinking skills in mathematics.The research idea of this study is to identify the full set of factors influencing critical thinking skills in mathematics by reviewing the literature to review previous studies,and to develop a questionnaire based on this.Next,a test paper on the level of critical thinking skills in mathematics was prepared,and the questionnaires and test papers were distributed and collected one after another.With the influence factors as the independent variables and the level of critical thinking ability in mathematics as the dependent variable,the degree of influence of the independent variables on the dependent variable was analyzed with the help of neural network analysis method to find out the main influencing factors and then propose more targeted measures to improve the ability.The conclusion of this study is that there are 25 main factors influencing preservice secondary school mathematics teachers’ ability to improve critical thinking in mathematics,among which 17 main factors have a facilitating effect,which are: preservice secondary school mathematics teachers understand what critical thinking in mathematics is,take the initiative to organize the framework of knowledge,take the initiative to make judgments about the correctness of knowledge,like to think independently when doing problems,and can maintain a fully engaged learning state when studying.They often read books related to critical thinking,are willing to keep learning new knowledge,often question the teaching materials,university mathematics teachers often ask students to preview new knowledge,often send lesson plans to students in advance for preview,often explain more complex problems,often expand their knowledge,often teach counterexamples,often integrate multidisciplinary knowledge,often assign after-class homework and reflection questions,and universities often courses related to critical thinking,and frequent mathematical modeling competitions.Among them,there are 8 main factors that have a hindering effect,which are: pre-service secondary school mathematics teachers think they have better mastery of mathematical skills,selectively learn what they have learned,often communicate and learn from their classmates,often refer to answers to solve problems,rarely participate in mathematical modeling competitions,college mathematics teachers find it difficult to analyze problems from a completely new perspective,rely excessively on various mathematical software to assist teaching,and assign after-class homework are difficult.Based on the above findings,in order to improve the mathematical critical thinking ability of pre-service secondary school mathematics teachers,this study proposes the following enhancement measures: pre-service secondary school mathematics teachers should do a good job of pre-study before class to organize mathematical knowledge;pre-service secondary school mathematics teachers should keep independent thinking and dare to question;pre-service secondary school mathematics teachers should read a lot of books related to critical thinking to improve their knowledge of critical thinking;pre-service secondary school mathematics Mathematics teachers in pre-service secondary schools should establish the concept of lifelong learning and keep challenging themselves;teachers in colleges and universities should reasonably design lesson plans and guide students to do a good job of pre-course study;teachers in colleges and universities should focus on teaching counter-examples to guide students to have a deeper understanding of critical thinking;teachers in colleges and universities should integrate the knowledge of different disciplines to expand mathematical knowledge;teachers in colleges and universities should reasonably design the number and form of post-course homework;colleges and universities often offer critical thinking-related courses and often conduct mathematical modeling competitions.The teachers of colleges and universities should design the number and form of post-course homework reasonably;colleges and universities should offer courses related to critical thinking and conduct mathematical modeling competition frequently.