Research On The Development Of Pre-Service Mathematics Teachers’ Teaching Literacy On Problem Solving

The learning of mathematics problem solving is a higher level of mathematics learning.The teaching literacy of mathematics problem solving is one of the core professional qualities of mathematics teachers.At present,there are still many difficulties in mathematics problem-solving teaching at home and abroad that need to be overcome.The problem-solving teaching literacy of mathematics teachers needs to be improved.The literacy of teachers largely depends on their pre-service professional learning and training.Developing pre-service mathematics teachers’ problem-solving teaching literacy is an important research and practical topic.Mathematical methodology is an important professional course for pre-service mathematics teachers such as postgraduates majoring in mathematics teaching and curriculum and teaching theory.Its role has been widely recognized.As an important professional course directly related to problem solving in mathematics,can it develop the problem solving teaching literacy of pre-service mathematics teachers? Reflected in what aspects? How to design and implement mathematical methodology course to make it more conducive to the development of pre-service mathematics teachers’ problem-solving teaching literacy?The purpose is to describe and measure the problem-solving teaching literacy of pre-service mathematics teachers.Based on the related theories of George Polya,the founder of mathematical problem-solving theory,and Alan H.Schoenfeld and Lester,F.K.,experts in mathematical problem-solving teaching research,this research describes the mathematics problem-solving teaching literacy of pre-service mathematics teachers from three aspects: understanding of mathematics problem solving and its teaching,mathematics problem solving ability and mathematics problem solving teaching ability.The researchers constructed a research framework for pre-service mathematics teachers’ problem-solving teaching literacy,redesigned the mathematics methodology curriculum and conducted teaching experiment(intervention)on 26 pre-service mathematics teachers from provincial key normal universities.The research method is a single-group pre-and post-test experiment method.The teaching intervention has a total of 17 classes,each class is about 120 minutes,and the experiment spans 4 months.The whole experiment process is mainly divided into pre-test,teaching intervention,post-test and interview.In teaching,the use of information and communication technology(ICT)is emphasized,and the online live teaching platform and real-time communication technologies such as Tencent QQ are integrated.The entire teaching intervention is mainly in the form of online live teaching.The study found that pre-service mathematics teachers’ understanding of mathematics problem solving and teaching has improved to a certain extent after teaching intervention,but this improvement is not statistically significant;pre-service mathematics teachers’ mathematics problem-solving ability has been significantly improved after teaching intervention;pre-service mathematics teachers’ mathematics problem-solving teaching ability has been significantly improved after the teaching intervention;pre-service mathematics teachers have gained a lot from course learning,but they do not fully understand the content of the course;the curriculum needs to be improved in terms of content arrangement,difficulty setting,class schedule,teaching methods and teaching media.The teaching experiment of mathematical methodology has effectively promoted the development of pre-service mathematics teachers’ problem-solving teaching literacy.The better design and implementation of mathematical methodology courses in terms of curriculum objectives,curriculum content and curriculum format will help to improve the problem-solving teaching literacy of mathematics teachers to a greater extent.This research has laid a certain research foundation for the research on problem-solving teaching literacy of mathematics teachers and the reform of mathematical methodology course.It also has certain reference value for the development of problem-solving teaching literacy of pre-service mathematics teachers and other core literacy of mathematics teachers.The research framework and a series of measurement tools themselves,as well as the method of research framework construction and measurement tool development,have contributed new knowledge to the field of mathematics teacher education.At the same time,this teaching intervention has accumulated beneficial practical experience for the education of pre-service mathematics teachers.The experiment is a practical exploration of the Chinese Road of mathematics education.