Research On The Problems And Countermeasures Of "Statistics And Probability" Teaching In The Third Stage Of Primary School Based On Mathematical Core Literacy

The 2022 new curriculum standard requires that teaching should be guided by core literacy,and developing students’ core literacy is the ultimate goal of teaching.The implementation of core literacy cannot be separated from daily teaching."Statistics and probability" is an important field in the content of mathematics education,which has unique educational value.It is necessary to pay attention to the development of students’ core literacy in the field of "statistics and probability".According to the curriculum standards,the field of "statistics and probability" mainly cultivates students’ data awareness,application awareness and reasoning awareness.However,the development of students’ core literacy in the field of "statistics and probability" is not ideal in actual teaching.On the basis of relevant research,this article analyzes the constituent elements and main manifestations of core literacy in the field of "statistics and probability".Questionnaire survey and interview methods are used to understand the development of students’ core literacy and identify problems in the teaching of "statistics and probability".Thoroughly analyze the problems and causes in the teaching of "Statistics and Probability" in the third stage of primary school,and propose corresponding teaching strategies based on core competencies.Through investigation and analysis of the current situation,it has been found that there are the following problems in the teaching of "Statistics and Probability" in the third stage of primary school: Firstly,the development of students’ application awareness has not achieved the expected goals;2.The teaching materials are not close to students’ lives;3.Lack of practical activities in teaching;4.Single job type;5.Students have poor ability to apply the knowledge they have learned to solve practical problems.According to the questionnaire and interview results,the reasons are as follows: Firstly,in the field of "statistics and probability",teachers lack attention to core competencies;2.Insufficient ability of teachers to create teaching materials;3.The difficulty of carrying out teaching practice activities is relatively high;4.Teaching evaluation is single,with knowledge evaluation as the main focus;5.Students lack life experience in "statistics and probability".Based on constructivist theory,Friedenthal’s mathematical reality theory,and the 2022 new curriculum standards,this paper analyzes the causes and proposes teaching strategies from a teaching perspective:Firstly,change concepts,and teaching should be guided by core competencies;2.Enhance abilities and create teaching content that is close to students’ lives;3.Enrich teaching methods and carry out teaching practice activities;4.Improve evaluation and focus on the development of students’ core competencies;5.Encourage students to view real life with a mathematical perspective and develop application awareness.To sum up,developing students’ core literacy requires teachers to change teaching concepts and improve teaching ability.It is expected that this study can optimize the teaching of "statistics and probability" and further develop students’ core literacy.