A Survey Of The Mathematical Abstraction Ability Of Grade 8 Students Under The New Curriculum

The cultivation of mathematical abstraction ability runs through the whole process of mathematics teaching,and "core literacy" as a hot topic discussed by mathematics educators in various countries,clearly pointed out in the "Compulsory Education Mathematics Curriculum Standards(2022 Edition)",seven manifestations of mathematics core literacy in junior high school,mathematical abstraction ability is one of the most important manifestations.The cultivation of mathematical abstraction ability is the foundation and bridge for the development of other mathematical core literacy,and its mathematical value is immeasurable,and it is also the goal of core literacy in the compulsory education stage.Considering that grade 8 is a critical period for the development of thinking in middle school,both the teaching content and the level of students’ thinking development have been greatly expanded and improved,in response to the relevant requirements in the "Curriculum Standard(2022 Edition)",it is of great practical significance to study whether the mathematical abstraction ability of grade 8 students is in line with the order of students’ development and the law of education and teaching.In this study,eighth-grade students were randomly selected from an urban school and a township school in Y City,northern Jiangsu Province.Through literature analysis,the research framework was established,the test paper was used to the field test in junior high school,and the statistical software was used to statistically analyze the paper test paper to obtain the current status of mathematical abstraction ability.Then,through questionnaire surveys and semi-structured interviews between teachers and students,the causes of problems in mathematical abstraction ability of eighth grade students were explored,and finally,suggestions were made for the cultivation of mathematical abstract ability of eighth grade students.The study found that:(1)The current situation of mathematics abstraction ability of grade 8 students is generally average,almost all students have reached the level of level 1 ability,most students have reached level 2,and relatively few students have reached level 3;Among the four performance dimensions,the "symbolic expression" dimension performed the best,followed by the "extraction concept" dimension,the "refining relationship" dimension performed averagely,and the "formation method" dimension performed the worst.(2)There are differences in the mathematical abstraction ability of grade 8students between different groups,with girls performing slightly better than boys;Students in urban schools perform better than township schools;In addition,students in the eighth graders with high academic proficiency performed better in mathematical abstraction than those with low academic standards.(3)Further analysis of the test paper found that the problems in the mathematical abstraction ability of eighth-grade students are mainly as follows: lack of thorough understanding of abstract concepts;lack of clarity in abstract quantitative relations;lack of normativity in expressing knowledge in mathematical symbols;There is a lack of methods for solving problems.(4)The causes of the problem mainly come from two aspects,one is that students do not pay attention to the improvement of mathematical abstraction ability in learning methods,have low learning initiative,ignore the relationship between knowledge,and do not pay attention to summary and reflection;Second,teachers do not pay attention to the creation of teaching situations,rigid teaching methods,insufficient guidance for communication and cooperation between student groups,and slightly outdated teaching concepts.(5)Combined with the semi-structured interviews of teachers,this paper proposes teaching strategies to cultivate the mathematical abstraction ability of grade 8 students:creating a teaching situation with rich connotation;Focus on students’ independent inquiry and practice;Adopt diversified teaching methods;Emphasis on the cultivation of reflective skills;Strengthen students’ guidance on learning methods and follow the principle of gradual progress.