A Survey On The Current Situation Of Senior Grade One Students’ Mathematical Vision And Teaching Strategies

Mathematical vision as one of the ultimate goals of mathematics education at the basic education level has a pedagogical guiding role and gives an image of how to implement the core literacy of mathematics in teaching.Mathematical vision as a core literacy in mathematics has great educational value,and understanding the current situation of students’ mathematical vision is a prerequisite for developing students’ mathematical vision.To this end,this study focuses on the following three questions:(1)What is the connotation of mathematical vision of senior grade one students and its evaluation framework?(2)What is the current state of mathematical vision of senior grade one students?(3)What are the teaching strategies to develop senior high school students’ mathematical vision? In order to solve the above questions,this study used literature analysis,questionnaires,and test papers to explore the connotation of senior grade one students’ mathematical vision and to construct a framework for evaluating senior grade one students’ mathematical vision;to analyze the current situation of senior grade one students’ mathematical vision;and to propose teaching strategies for developing senior students’ mathematical vision.First of all,by combing the relevant literature,it is believed that mathematical vision is mainly manifested as mathematical abstraction and intuitive imagination,and at the same time,combining with the characteristics of the research object,defines the concept of mathematical vision of senior grade one students as:consciously abstracting the quantitative relations and spatial forms of the objective world to obtain the research object,using the obtained research object to explain the phenomena in the real world,thus establishing the connection between mathematics and real life.The evaluation framework of senior grade one students’ mathematical vision is constructed by taking mathematical abstraction and intuitive imagination as the first-level indexes.The second-level indexes under mathematical abstraction include knowledge extraction and symbol consciousness.The secondary indicators of visual imagination include schematic imagination and combination of number and form.Secondly,we prepared the "senior grade one students’ mathematical vision questionnaire" and the "senior grade one students’ mathematical vision test" and conducted a survey on 431 senior grade one students in four schools in three provinces.The results show that :(1)senior grade one students have a general level of mathematical vision;(2)there is no significant difference between the mathematical vision of senior grade one students in coastal areas of South China and Northwest China;(3)there is no significant difference between the mathematical vision of senior grade one students of different genders;(4)there is a significant difference between the mathematical vision of senior grade one students in different levels of schools,among which the mathematical vision of senior grade one students in provincial model high schools is significantly higher than that of senior grade one students in non-provincial model high schools;(5)there is a significant difference between the mathematical vision of senior grade one students and their academic achievement in mathematics.Finally,according to the results of the investigation,combined with the discussion of the factors influencing the mathematical vision of senior grade one high school students,the following teaching strategies for developing the mathematical vision of senior high school students were proposed:(1)implementing horizontal mathematical teaching to accumulate mathematical activity experience;(2)focusing on mathematical language conversion to enhance mathematical symbolic awareness;(3)cultivating spatial imagination with the help of dynamic visualization teaching;(4)to penetrate the idea of combining numbers and shapes and enhance the awareness of geometric intuition.