Research On The Strategies Of Cultivating Students' Mathematical Abstract Literacy In Concept Teachin

In 2018,the Ministry of Education promulgated the General High School Mathematics Curriculum Standards(2017 Edition),which dovetails with international trends in mathematics education and proposes core literacies in mathematics to help students observe the world through mathematical eyes,think about the world through mathematical thinking,and express the world in mathematical language.Although the core literacy of mathematics is proposed with the characteristics of mathematics,in the actual teaching,how to combine the “content of mathematics teaching” with the “core literacy of mathematics” is an urgent problem for front-line teachers,and it is also a problem that mathematics education should It is also an issue that should be studied in mathematics education.Based on this,this study selects one of the core literacies of mathematics as the introduction point,and combines it with the teaching of mathematical concepts to find the connection between mathematical concepts and mathematical abstraction literacy,and proposes teaching strategies to develop students’ mathematical abstraction literacy in concept teaching,so as to provide some reference basis for the general educators.This study uses a combination of literature method,questionnaire method,test paper method,and interview method to carry out the research.Firstly,the literature method was used to collect and organize information about mathematical abstract literacy and mathematical concepts,analyze the connection between mathematical concepts and mathematical abstraction,and define the relevant core concepts and determine the theoretical basis of this study;secondly,the questionnaire method and test paper method were used to investigate the level of mathematical abstract literacy of students in the senior part of a school in Wanzhou district,analyze the factors that may affect students’ mathematical abstract literacy and the senior students’ Finally,according to the students’ abstract literacy level and the teachers’ teaching status,we proposed corresponding teaching strategies,designed the teaching design about concept teaching according to the teaching strategies,and finally put the teaching design into practice.The data collected were analyzed using Excel 2010 and SPSS26.0,and the main conclusions were as follows:(1)students’ mathematical abstract literacy is influenced by factors such as learning attitudes and teachers’ teaching styles;(2)most senior students’ mathematical abstract literacy levels reached Level 2,and a small number of students reached Level 3,and students’ mathematical abstract literacy has uneven development in each dimension;(3)teachers at different teaching levels have different teaching methods for developing students’ mathematical abstract literacy,but most teachers choose to develop students’ mathematical abstract literacy through concept lessons.Based on the findings and conclusions of the study,the following strategies are proposed for teachers to develop students’ mathematical abstraction in concept teaching:(1)choosing an appropriate way of concept introduction to achieve naturalized concept introduction;(2)focusing on language features to accurately represent concepts;(3)choosing representative examples to deepen concepts;(4)using mind maps to deepen the connection between concepts;and(5)integrating information technology to diversify teaching.