| The General High School Mathematics Curriculum Standards(2017 Edition Revised 2020)states that learning mathematics should lead to the development of key competencies,correct values and good character,which is one of the basic requirements for the development of core literacy in mathematics.In high school mathematics teaching,"character and values" and "key competencies" are equally important,but the current research is still focused on "key competencies".However,the current research is still focused on "key abilities",and "character and values" mainly remains in the theoretical discussion.In addition,the rapid development of society and the impact of multiculturalism pose a great challenge to the cultivation of students’ "character and values".In this regard,the question "How to assess the mathematical character and values of high school students? What is the current status of high school students’ character and values in mathematics? How to cultivate mathematical character and values in high school students?" These questions have become the focus of research in mathematics education.This study investigates the "mathematical character and values" of high school students and proposes some suggestions for their development.Specifically,the study is organized around the establishment of a scientific assessment tool and a survey analysis.The first part of the study is based on the four primary indicators of mathematical core literacy: mathematical values,mathematical thinking,mathematical learning attitudes,and learning to learn mathematics,which were constructed by Yu et al.evaluation indicators.In the second part,a questionnaire survey and statistical analysis were conducted on high school students in two schools in K city.The common factors of the four subscales were extracted by exploratory factor analysis from the data obtained from the pre-survey questionnaire,and the common factors were named to form the secondary indicators of the subscales.The secondary indicators of each subscale were,respectively,mathematical values: personal values,social values;mathematical thinking character: flexible thinking,rigorous thinking,critical thinking;mathematical learning attitude: confidence in mathematical learning,perseverance in mathematical learning,interest in mathematical learning;learning to learn mathematics: good at learning,reflective learning,cooperative communication.In addition,descriptive statistics,Person correlation analysis,pairwise comparison analysis and difference analysis were conducted on the research data,and the results are as follows:(1)The overall situation of mathematical character and values of high school students in K is in the middle to upper level,with the most good performance in the dimension of mathematical values and relatively poor performance in the dimension of learning to learn mathematics.(2)In pairwise comparisons,the differences between mathematical values and the other three dimensions were significant,while the differences between the other groups were small.(3)There was a significant positive correlation between the four level indicators of mathematical character and values.The correlation between mathematical thinking character and mathematical learning attitude was the largest,but the correlation between mathematical values and the other dimensions was small.(4)There were significant differences in mathematical character and values among students from different levels of schools.However,there was no significant difference in mathematical character and values between male and female students.Accordingly,the author proposes the following teaching suggestions for teachers from the four primary indicators of mathematical character and values dimensions:(1)explore the implicit functions of mathematics and permeate mathematical values;(2)focus on thought leadership and cultivate mathematical thinking character;(3)cultivate mathematical interests and form positive mathematical learning attitudes;(4)teach learning methods and guide learning to learn mathematics. |
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