Research On Solid Geometry Teaching From The Perspective Of Integration Of APOS And Core Literacy Theory

With the deepening of mathematics curriculum reform in elementary education,the teaching concept of mathematics core literacy has become the basic consensus of mathematics education.Practice has proved that APOS theory,which is based on the advantages of constructivism theory and has the characteristics of mathematics subject,has important reference value and guiding significance in mathematics concept teaching.High school mathematical solid geometry has an important educational value in cultivating students’ core qualities of mathematical abstract,intuitive imagination and logical reasoning.However,there are few instructional design studies that integrate APOS and mathematics core literacy theory to explore how solid geometry teaching reveals the nature of mathematics and improves literacy,and further research is still needed.Taking APOS theory as the entry point of instructional design,guided by the implementation of core literacy of mathematics discipline,and taking the instructional design of two sections of "parallel lines and planes" and "vertical aspects" as examples,this paper conducts an empirical study on how to cultivate students’ core literacy of mathematics discipline such as mathematical abstraction,intuitive imagination and logical reasoning in solid geometry teaching.Based on the comparative experiment,Excel and SPSS were used to make a statistical analysis of the test results of the experimental class and the control class,and the relevant experimental research conclusions were drawn.Finally,according to the cognitive characteristics of students in the learning process of solid geometry,the paper puts forward the basic principles and teaching strategies of solid geometry teaching design in line with the basic concept of mathematics curriculum and the integration of APOS and core literacy theory.The research shows that three-dimensional geometry teaching integrating APOS and core literacy theory can effectively promote the development of(1)students’ nonintellectual factors such as classroom participation and initiative;(2)The construction and transfer of students’ knowledge system,the flexibility of thinking,and the development of mathematics core literacy such as mathematical abstraction and logical reasoning;(3)The establishment of students’ mathematical thinking mode and language system.