The Status Research On Teaching And Learning Of Mathematical Abstract Literacy In Senior One ——Based On The Case Investigation Of A Middle School In Yangzhou City

In 1997,the Organization for Economic Cooperation and Development（OECD）took the lead in launching the project "Definition and Selection of Competencies:Theoretical and Conceptual Foundations",after that "core literacy" has become the focus of the research to the educators and teachers in various countries.The mathematics curriculum standard which was published in 2017 combines mathematical characteristics concising out six core literacy.Mathematical abstraction,as the first of six core literacy,has its irreplaceable important position.The researches on mathematical abstract literacy are also more abundant,but the status research on its implementation in teaching needs to be improved.Based on the existing literatures,this study constructs an evaluation framework of mathematical abstract literacy based on the knowledge dimension,which reflects the four specific aspects of mathematical abstract literacy and corresponds to three levels respectively.According to the three levels reflected in the evaluation framework of mathematical abstract literacy,the tests are prepared.Taking a school in Yangzhou city as an example,this paper investigates the senior one students’ present situation of mathematical abstract level.The results are as follows:（1）The students of senior one are generally in the middle level of mathematical abstract literacy,and generally formed mathematical abstract thinking but there is a greater room for improvement;（2）There is a significant difference between high and low groups which are grouped by academic performance in the evaluation of mathematical abstract literacy at the significance level of 0.05.There is a positive correlation between academic achievement and students’ mathematical abstract literacy;（3）There is no significant difference between male and female students in senior one at the significance level of 0.05;（4）There is no significant difference between two classes of senior one which are selected randomly at the significance level of 0.05;（5）Students of senior one have the best performance in "mathematical propositions and models" and the worst performance in"communication and reflection".Based on the above situations,combined with classroom observation and teaching slice diagnosis method into the classroom,with professor Shi NingZhong’s theory of abstraction level as the support of in-depth analysis of teaching fragments,the following problems are found:Front-line teachers only have a preliminary understanding of the core literacy of mathematical abstraction,but they do not know the specific performances and implementation methods of the core literacy;The teaching objectives do not present the specific requirements of mathematical abstract literacy and do not play a leading role;Concept teaching relies on teachers to "speak",without letting students feel the process of concept abstraction;The tight class period compresses the time for students to think and communicate,resulting in students are not good at using mathematical language to express communication.In view of the present situations of mathematical abstract literacy of senior one students,the following teaching suggestions are given:organizing teaching discussions,strengthening the theoretical study of core literacy;paying attention to target preset,highlighting the value guidance of core literacy;attaching importance to concept teaching and making teaching activities basing on students’ thinking;creating a relaxing environment and guiding students to explore problems independently.